Resources/Recursos

Making Connections: Using the Alabama Early Learning and Development Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children is a comprehensive resource that offers suggestions, tools, and sample plans for teachers who use the Alabama Early Learning and Development Standards and WIDA resources to plan equitable learning opportunities for young multilingual children.

Released August 2021

Making Connections: Using the Connecticut Early Learning and Development Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children is a comprehensive resource that offers suggestions, tools, and sample plans for teachers who use the Connecticut Early Learning and Development Standards and WIDA resources to plan equitable learning opportunities for young multilingual children.

Released August 2021

This Focus Bulletin invites early care and education (ECE) educators to promote equity for young multilingual children and their families. In the bulletin, we offer ideas for taking a language-focused approach to equitable caregiving and instructional practice in ECE settings. Also, we highlight voices from the field, and offer reflection questions to help you consider what it means to promote equity for multilingual children and their families.

Published February 2021 
Authors: Amanda Spalter, Lorena Mancilla

Released February 2021

In this study, completed for the Maryland State Department of Education, we explore the perceptions, experiences and decision-making of 27 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

Published 2020

Released May 2020

In this study, completed for the Minnesota Department of Education, we explore the perceptions, experiences and decision-making of 15 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

Published 2020

Released May 2020

This Arabic-language flyer provides educators with information on how home languages play an important role in maintaining communication and relationships with family.​

Released May 2020

This Simplified Chinese-language flyer provides educators with information on how home languages play an important role in maintaining communication and relationships with family.​

Released May 2020

This Spanish language flyer provides educators with information on how home languages play an important role in maintaining communication and relationships with family.​

Released May 2020

This flyer provides educators with information on how home languages play an important role in maintaining communication and relationships with family.​

Released April 2020

Activities to start conversations with children about their family, what they like to play, how they feel, what sounds they hear in their home or community, and the weather.

Released April 2020

Activities to start conversations with children about their family, what they like to play, how they feel, what sounds they hear in their home or community, and the weather.

Released April 2020

Activities to start conversations with children about their family, what they like to play, how they feel, what sounds they hear in their home or community, and the weather.

Released March 2020

Activities to start conversations with children about their family, what they like to play, how they feel, what sounds they hear in their home or community, and the weather.

Released January 2020

This chapter presents an overview of recent research into the assessment of young second or foreign language learners and reviews relevant theoretical perspectives and empirical studies. It describes the unique characteristics of young learners and discusses the challenges presented when testing these learners whose first language literacy and cognition are still developing.

Released January 2020

This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative tools in school settings. It specifically examines DLLs’ receptive and expressive language proficiencies and educators’ perceived usefulness of them for informing instruction. Results provide implications for assessing DLLs' English language ability using age-appropriate instruments.

Released January 2020

How can PreK educators get started planning equitable learning opportunities for multilingual children? Use this language-focused planning tool to embed a language-focused approach to your planning.

Released April 2019

The Early Years Can Do Descriptors provide examples of what dual-language learners (DLLs) can do at various stages of language development from 2 to 5 years old.

Released August 2016