Date of Award
Master of Arts in Education
Early Childhood Education
Dr. Kelly Sadlovsky
Dr. Tamara Nuttall
bilingualism, dual language learners (DLL), early childhood education (ECE), scaffolding, home language (HL), culture
According to Winsler et al. (2014), the fastest growing population of students entering preschool classrooms are considered Dual Language Learners (DLLs). Teachers are expected to teach these young learners, yet most of them feel unprepared to do so (Kibler, 2013). Many early childhood educators are unaware of the best practices and strategies to effectively support Dual Language Learners (DLLs) while preserving home language and culture (Hardin et al., 2010). In this review of literature, peer reviewed studies were examined for best practices teachers can utilize when working with children whose home language is not English. Results suggest that having children preserve and use their first language in the classroom is beneficial to their learning and development (Kibler, 2013). Challenges and gaps found in the literature will be presented and recommendations for future directions will be provided.
Keywords: bilingualism, dual language learners (DLL), early childhood education (ECE), scaffolding, home language (HL), culture