Dual Language

Whether children are learning English for first time, English Language Learners (ELLs), or already know but still developing some English and still developing there own home language at the same time, Dual Language Learners (DLLs), we recognize that best practices in early childhood includes ALL children.  Research supports that these children thrive best when provided teaching and  assessment adaptations when needed, individualized language interactions and supports during small group learning experiences and above all, ongoing support for the development of children’s home language.  Children that are continuously learning their primary language while  simultaneously developing their ability to learn to speak English are more efficient in learning the second language because they transfer concepts and skills learned in the first language to the second. (Tabors, 2008) Teachers working with these children should maintain a learning environment that embraces, nurtures and celebrates the home language by providing learning experiences, materials, labels, vocabulary, books and orally used phrases of the home language, etc. to support their development of both languages.

One of the greatest resources teachers have is each other. Collaboration and sharing has proven to contribute to our success, development and growth.  Such growth can be stunted by isolation and holding onto inhibitors.  Growth depends on having the professional courage to believe and invest in yourself enough to breakthrough a comfort zone while learning newer and better ways of benefiting children as they learn and grow.  Until this happens, the students we care for and teach can only grow as far as we have grown ourselves.  We owe it to ourselves and our students to never stop growing.

Teachers Grow (TM), LLC -  2019

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