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A More Comprehensive Perspective in Understanding the Development and Learning in Dual Language Learners

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Dual Language Education: Teaching and Leading in Two Languages

Part of the book series: Language Policy ((LAPO,volume 18))

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Abstract

Millions of children around the globe are acquiring more than one language in their homes and in early care and education (ECE) settings as a consequence of migration and other social/political processes that generate “minority/majority” situations. Growing up within a minority/majority language situation carries a set of particular circumstances that may result in a developmental pathway for these children that differs from that of monolingual children who are part of the majority or dominant language group. A conceptual framework is proposed that provides a more comprehensive understanding of the difficulties that arise from the interaction of presumably universal development and manifestly variable socio-culture experiences of these children and students. The conceptual framework proposed in this chapter reflects a concern about the way in which current research, policy and educational practice addresses the development of dual language learners (DLLs) – young children, birth to age five, who are learning a majority language as their second language, while acquiring a minority language as their first language.

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Notes

  1. 1.

    When referring to young children aged birth to 8 in their homes, communities, or early care and education programs, this I use the term “dual language learners” or “DLLs.” This is consistent with definition adopted by the National Academies of Science, Engineering and Medicine’s 2017 report focusing on research practice and policy from birth to grade 12 (Takanishi & Le Menestrel, 2017).

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Authors and Affiliations

  1. Arizona State University, Tempe, AZ, USA

    Eugene E. García

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  1. Eugene E. García
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Correspondence to Eugene E. García .

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Editors and Affiliations

  1. Department of Educational Leadership & Policy, University of Texas at Austin, Austin, TX, USA

    David E. DeMatthews

  2. Department of Teacher Education, University of Texas at El Paso, El Paso, TX, USA

    Elena Izquierdo

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García, E.E. (2019). A More Comprehensive Perspective in Understanding the Development and Learning in Dual Language Learners. In: DeMatthews, D.E., Izquierdo, E. (eds) Dual Language Education: Teaching and Leading in Two Languages. Language Policy, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-10831-1_7

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  • DOI: https://doi.org/10.1007/978-3-030-10831-1_7

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