CRANE RESEARCH FORUM RECAP – Exploring the Development and Experiences of Dual Language Learners in Early Care and Education

March 2025

Understanding the experiences and development of dual language learners in preschool classrooms, where English is the primary language of instruction and interaction, is central to providing developmentally appropriate practices.

During this presentation, Dr. Ji-Young Choi highlighted research that refutes deficit views on dual language development and education and explored equitable classroom environments for linguistically diverse children. She also discussed implications for early childhood programs and educators working with dual language learners.

Dr. Ji-Young Choi, Crane faculty affiliate and associate professor of Human Development and Family Science at The Ohio State University, is an expert on early childhood development of multilingual learners. Her research investigates two connected areas: (1) how and why individual developmental differences emerge during 0 to 5 years; and (2) how to better support this early development for children from linguistically and economically diverse backgrounds. She has served as a principal and co-investigator on several federally funded research projects and has published peer-reviewed studies in leading research journals.

Additional Resources

RESOURCES SHARED BY DR. CHOI

Research

Data on Young Dual Language Learners in the United States and by State from the Migration Policy Institute
Pew Research Center’s article on “6 facts about English language learners in U.S. public schools”
Data on a 2021 Canvas of Dual Language and Immersion (DLI) Programs in US Public Schools from the American Councils for International Education

Practice

Brookes Publishing article examining “10 Tips for Teaching Young Dual Language Learners Effectively”
Forbes article on “How Learning An Additional Language Could Influence Your Business”

Policy

New America feature titled “A New Look at Dual Language Learner Data Gaps”
Foundation for Child Development’s report titled “PreK-3rd: Challenging Common Myths About Dual Language Learners”

RESOURCES SHARED BY ATTENDEES

A teacher asked the audience for help identifying resources. The specific request was:

I have gotten requests from schools this year for home learning materials aligned with a structured literacy approach AND in multiple languages (think decodable book sets for early readers in multiple languages, or letter flashcards reflecting the alphabets of languages other than English, etc.). Any programs or resources that fit that criteria would be appreciated, to support schools in offering home learning resources to families in their home languages.

Responses included (in order of mention):

Spanish language books from the Dolly Parton’s Imagination Library of Ohio are available for FREE to any child in Ohio under 5. The Dolly Parton’s Imagination Library is available in most states and internationally. Learn more here.
New Words, New Friends: a children’s book that teaches research-based ways for children to interact successfully with peers who speak different languages – available in English and Spanish.
Catalog with books for children in many languages with customer service search help: LanguageLizard.com.
Reading Tips for Families website with resources.
Language Castle website has resources for educators working with linguistically diverse young children.
Another strategy can be Silent books can play a supportive role for children who speak both languages. In Turkey, the ongoing PIKTES (Project on Promoting Integration of Syrian Kids into the Turkish Education System) initiative utilizes silent books to benefit both migrant children and Turkish-speaking children. Based on my own experience, I have used silent books in this context and observed their positive impact on children’s language development, comprehension skills, and social integration. Similarly, in Africa, silent books have been successfully used with children who speak Swahili, and my experience confirms that they are an effective tool for supporting literacy and language development across different cultural and linguistic contexts. [Visit the official website here or this site provides an overview of the information.]

Another attendee asked about promoting early math skills for dual-language learners, to which the following resource was shared: Supporting math skills just by talking.

REFERENCE LIST FROM DR. CHOI

Bialystok, E., Craik, F. I., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45(2), 459-464.
Brookes Publishing (n.d.). 10 Tips for Teaching Young Dual Language Learners Effectively https://brookespublishing.com/resources/newsletters/early-childhood-newsletter/10-tips-for-teaching-young-dual-language-learners-effectively/?srsltid=AfmBOorNsFU3kdwkxO1Gd0y2CUbH0fy5zz4TbjaU2DgKQ2TCW5ciN7bU
Chen, J., Lin, T. J., Justice, L., & Sawyer, B. (2019). The social networks of children with and without disabilities in early childhood special education classrooms. Journal of autism and developmental disorders, 49, 2779-2794.
Choi, J., Jeon, S., & Arabzadehjafari, F. (2024). Learning two languages: Dual language learning patterns, predictors, and outcomes. Early Education and Development, 35(6), 1214–1234.
Choi, J., Ryu, D., Van Pay, C., Meacham, S., & Beecher, C. (2021). Listening to Head Start teachers with dual language learners. Early Childhood Research Quarterly, 54, 110–124.
Choi, J., Van Pay, C., & Beecher, C. (2023). Preschool language experience of dual language learners and English monolingual children. Infant and Child Development. 2023;32:e2420
Choi, J., Wen, Z., Boros, A., Lin, T.-J., Huang, B., & Yin, C.-H. (under review). Peer play networks in preschool classrooms: Features and variations by child characteristics and skillsets.
Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1-15.
López, L. M., & Paez, M. (2020). Teaching dual language learners: What early childhood educators need to know. Paul H. Brookes Publishing.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. DOI: 10.17226/24677.
NCES (2004). From Kindergarten Through Third Grade Children’s Beginning School Experiences. https://nces.ed.gov/pubs2004/2004007_1.pdf
Singh, L. (2018). Bilingual infants demonstrate advantages in learning words in a third language. Child development, 89(4), e397-e413.
Thompson, G. (1952). Child Psychology. Boston: Houghton Mifflin
USDHHS and US DOE (2016). Policy statement on supporting the development of children who are dual language learners in early childhood programs. Retrieved from https://www.ed.gov/sites/ed/files/about/inits/ed/earlylearning/files/dll-policy-statement-2016.pdf