Embracing equitable early learning for dual language learners

On Demand

Duration: 58 minutes

Compared to their monolingual, English-speaking peers, dual language learners (DLLs) in toddler and preschool classrooms across the U.S. are experiencing significantly less interaction with their teachers. That’s according to new analysis of data from LENA’s “talk pedometer” technology.

In this webinar, we’ll:

• Unpack the data. On average, how many fewer conversational turns do DLLs experience, and under what circumstances?
• Turn to a panel of experts and advocates. Why is this happening, and what can be done to foster equitable early learning environments?
• Outline the mismatch between science and practice around multilingualism. How do we push aside myths about barriers and deficits to arrive at a place where one child’s multilingualism is considered an asset for all?