Invitation to Dual-Language Development
Creating a Language Plan for your Program
Becoming a Bilingual Program
About this Competency
Dual-language development refers to the process by which a child acquires his or her home language and English. Dual-language learners may speak their home language and learn English as they enter preschool or elementary school ("sequential bilinguals"), or they may develop both English and their home language at the same time and at comparable levels at home and in early education settings ("simultaneous" bilinguals) [Garcia and Jensen 2009; CDE 2008b]. This competency area addresses the knowledge and skills that early childhood educators need in order to support the optimal development and learning of young dual-language learners and the relatively small number of young children who learn more than two languages. It is based on current research and knowledge about dual-language acquisition as well as an understanding that dual-language learners represent a variety of social, cultural, and linguistic perspectives, diverse characteristics, and experiences. Key concepts include ackno wledgment of young children's ability to develop proficiency in both English and the home language, and recognition of the home language as the vehicle by which children are socialized into their families and communities (CDE 2009a).
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California Early Childhood Educator Competencies
Build Your Portfolio
Newsletters provide a great platform for documentation.
Newsletters can provide a great tool for documenting your work. They can be very polished, as in the one provided here, or they can be simple and unadorned. You can find templates online to fit any mood or experience, or you can just browse for ideas. They make a great permanent record of program activities — and when used for your portfolio — they can give parents and colleagues insight into your thinking, learning, and growth. Remember, portfolios always include your reflections!
View the Portfolio Sample