Current Activities to Support Dual
Language Learners and Early
Education and Care and Out of
School Time Staff
October 2010
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EEC Dual Language Education Policy and Guidelines
Who are Dual language learners?

Dual language learners (DLL) represent a large and growing population in
our nation’s early education and care programs.

Throughout the Commonwealth, DLLs are increasing significantly.
Table 1.1 Population of children and youth in the Commonwealth of Massachusetts whose primary
language is not English.
.
Total # of
students
General
Education Total
Students in
DLL/ELL
program
% of total
population
Children
identified
as DLL or
ELL
Students
whose first
language is
not English
% of total
population
% of total
population
803,104
49,657
6%
49,954
6%
126,484
15.7%
Ages 3 to 5
74,306
7,034
9%
7,338
10%
12,952
17.4%
Ages 6 to 21
728,798
42,623
6%
42,616
6%
113,532
15.6%
Source: (A. Barton, MADESE. Personal communication June 29, 2010 bout data
produced from the MA Department of Elementary and Secondary Education
databases on 6/21/10 about FY 09).
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Dual Language Learner. Commonly used when referring to a child from birth to Kindergarten who is primarily developing language and
literacy in a language other than English.
EEC Dual Language Education Policy and Guidelines
Who are Dual language learners?

Over 350 languages are represented among the nation’s English language learners. The
majority, close to 70%, is Latino, 14% are non-Hispanic white, 12.6% are AsianPacific Islander, 3.5% are Black, and 1.2% classified as “other, ” and many are born in
the United States.

In 2007, Massachusetts reported that there were over 115 languages represented among
public and public charter school ELLs.

Table 1.2 Languages spoken among Massachusetts public and public charter school
ELLs
Source: Office of English Language Acquisition, Language Enhancement, and Academic Achievement for limited English proficient students.
National Clearinghouse for English language Acquisition and Language Instruction Education Programs (2006)
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*= DLL Education and Policy Guidelines Report (Quality Counts, January 8, 2009, p. 15).
Current Activities to Support DLL and
Program Staff
Preschool Child Care Education (PSCCE) Quality Add-on Initiative

This initiative provides funds, for qualifying EEC Income Eligible providers, to
provide preschool children who are not currently enrolled in early education and
care programs and/or are educationally at-risk with experiences that will help
prepare them for kindergarten.

The EEC contracted/voucher providers qualified and selected to participate in the
PSCCE Quality Add-on Initiative will receive a $17.22 add-on rate per child
enrolled through this program.

This program has a focus on providing specific and targeted support for dual
language or limited English proficient learners and educator qualifications include
that support for dual language learners (DLL) must be evident (e.g. having a
staff person available who speaks the native language of DLL).
Higher Education Support for Limited English Proficiency (LEP) Grant
Partnership

EEC awarded a contract to Wheelock College, to work directly with the Readiness
Center Network, EEC and Community Day Care Center of Lawrence, as the lead
of the Limited English Proficiency (LEP) grant partnership to coordinate resources
and activities across all three entities to support increased access to higher
education for early educators with limited English proficiency and improved
outcomes for the children, birth to age 8, they work with.
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Current Activities to Support DLL and
Program Staff
Limited English Proficiency for Family Child Care Educators

EEC awarded Community Day Care Center of Lawrence with funding to address
the needs of Spanish speaking educators who are caring for infants and toddlers
in family child care homes. Community Day, along with its partners, is expecting
to serve 500 Spanish speaking providers in the northeast region of the state.
Inclusion of Pre-LAS in Provisional QRIS

EEC’s Provisional QRIS system includes the category, “ Curriculum and Learning:
Serving Children with Diverse Language and Cultures” and at Level 4 of the
Center Based Standards, programs are required to use NAEYC Quality
Benchmarks for Cultural Competence Project to adapt the learning environment
in order to better support the children and families in their program, use a
consultant with expertise in diverse languages to provide ongoing support to
classroom staff, and to determine the primary language of children whose first
language may not be English. One way to measure that they have met this
standard is the implementation of the Pre-Las (a test designed to measure young
children's expressive and receptive abilities in three linguistic components of oral
language) or other valid instrument to determine child's primary language.
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Current Activities to Support DLL and
Program Staff
TODAY’S DISCUSSION:
Development of Policies and Guidelines to Support Early Education and
Care Programs Serving Dual Language Learners
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
(EEC) in partnership with the Head Start State Collaboration Office (HSSCO)
contracted with Hampshire Educational Collaborative to develop policies and
guidelines that support best practices in early education and care programs
serving dual language learners (DLL), from birth to 8 and their families, and
for implementation by providers and programs throughout the mixed delivery
system within the Commonwealth of Massachusetts.

The vision for this project relates to the three year strategic directions
outlined in the February 2009 “Department of Early Education and Care
Strategic Plan: “Putting Children and Families First.” In this document , three
year strategic directions outlined are delineated to “create and implement a
system to improve and support quality statewide, increase and promote
family support, access, and affordability, and create a workforce system that
maintains worker diversity and provides resources, support, expectations &
core competencies that lead to the outcomes we want for children.”

EEC will engage and meet with stakeholders to identify policy and guidelines'
strengths, challenges, and to inform future policy planning and
implementation (September 2010- January 2011).
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