Are you ready to support dual language learners?

The number of dual language learners in early childhood classrooms is expanding every year—and teachers often feel underprepared to bridge language barriers and effectively meet students’ learning needs.

Do you have the knowledge you need to support children from diverse backgrounds and ensure their academic and social success?

Take our quiz to find out!

The quiz is adapted from the new book by Shauna Tominey and Elisabeth O’Bryon, which provides 45 strategies to expand your knowledge of best practices related to dual language learners and their families with an emphasis on culturally responsive practices.

Are you ready to support dual language learners?

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Learn more in 45 Strategies That Support Young Dual Language Learners.

Want tips you can put to work in your classroom right away? Read the blog post: 8 ways to show young children that diversity is a strength.

Your answers are highlighted below.

Question 1

Good teaching is all that's required to effectively support dual language learners.

A	a) True
B	b) False

Question 1 Explanation:

b) False. Although “good teaching” and the use of developmentally appropriate practices in the classroom help support children who are DLLs, there are many different strategies and skills that educators need to support children from diverse backgrounds. These skills include strategies to support children’s language development in English and their home language as well as cultural responsiveness.

Question 2

Which of the following terms applies a strength-based approach when describing children who are learning more than one language?

A	a) Dual language learner
B	b) English language learner
C	c) Limited English proficient student
D	d) Both a) and b) above

Question 2 Explanation:

Both a) and b). The terms "dual language learner" and "English language learner" both use a strengths-based approach to acknowledge that children are learning more than one language.

Question 3

For a child to be considered a dual language learner in the United States, he or she must be born in another country and come to the United States as an immigrant or refugee.

A	a) True
B	b) False

Question 3 Explanation:

b) False. Although some dual language learners in the United States are born in other countries, many DLLs are born in the United States.

Question 4

After English, what is the next most common primary home language in the United States?

A	a) Arabic
B	b) Chinese
C	c) Spanish
D	d) Creole

Question 4 Explanation:

c) Spanish is the next most common primary home language (following English) in the United States.

Question 5

Taking an English-only approach at school and at home is considered best practice for supporting dual language learners.

A	a) True
B	b) False

Question 5 Explanation:

b) False. Best practices for supporting dual language learners include supporting children’s language development in English as well as their home language and incorporating their home language whenever possible at school.

Question 6

Name strategies that educators can use to get to know children and families before the school year begins.

A	a) Send family surveys.
B	b) Engage community organizations or cultural brokers.
C	c) Invite families to visit the classroom.
D	d) All of the above.

Question 6 Explanation:

d) All of the above. There are many different ways that educators can get to know children and families before the school year begins, including sending family surveys home, engaging community organizations or cultural brokers, and offering opportunities to visit the classroom.

Question 7

Labeling objects in the classroom in English, Spanish, and other classroom languages will __________________.

A	a) Discourage associations between print language and spoken language.
B	b) Introduce confusion between different words.
C	c) Communicate the importance of children’s home languages.
D	d) Stall the development of new vocabulary words.

Question 7 Explanation:

c) Labeling objects in the classroom with home languages of children in your class not only encourages literacy, it also communicates to children and families that their home language is valued. Supporting children’s home language is a best practice for supporting DLLs.

Question 8

Group lessons planned at the beginning of the year should be short so that children can get used to group learning activities and develop the ability to focus.

A	a) True
B	b) False

Question 8 Explanation:

a) True. At the beginning of the school year, children may not have developed the ability and attention span to focus on group activities for long periods of time. Keeping group lessons short and gradually increasing their duration each week helps children to practice these important skills.

Question 9

At the beginning of the school year, it is better to limit access to materials that children need to complete activities so that children have to ask a teacher if they need something.

A	a) True
B	b) False

Question 9 Explanation:

b) False. At the beginning of the year, it is better to make sure materials that children need are easily accessible to them so that they can find the materials themselves or easily indicate to a teacher what they need as they develop their classroom vocabulary. In addition, teachers may need to give many children extra support at the beginning of the school year, so finding ways for children to be self-sufficient makes it easier for a teacher to provide support to children who need it most.

Question 10

At the beginning of the year, planning more _________ group activities rather than ____________ group activities may help teachers to get to know children better and allow opportunities to provide individualized support.

A	a) Low energy ... high energy
B	b) High energy ... low energy
C	c) Large ... small
D	d) Small ... large

Question 10 Explanation:

d) At the beginning of the year, planning more small-group activities rather than large-group activities may help teachers get to know children better and allow opportunities to provide individualized support.

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