The development and early care and educa

2014, in this issue concluded that “the experience with twoand Castro 2014, in this issue concluded that DLLs have two The early education experiences of dual language learners Peisner-F

Review

Dina C Castro∗

University of North Texas, College of Education, 1155 Union Circle #310740, Denton, TX 76203-5017, United States

a r t i c l e i n f o

Article history:

Available online 21 August 2014

Keywords:

Dual language learners

Bilingual development

Dual language learner research

Research review

a b s t r a c t Earlycareandeducation(ECE)programs,policymakersandpractitionersacrosstheUnitedStatesare facingtherealityoftheincreaseinthepopulationofduallanguagelearners(DLLs).Toaddressthese children’suniqueandvariedcharacteristicsandexperiences,ECEprogramsfindthattheymustadjust andadapttheirefforts.However,thereislimitedevidenceforearlychildhoodstrategiestosupportDLLs andlimitedunderstandingofDLLs’development.Thereareincreasedaccountabilityrequirementsfor ECEprogramstomeettheneedsofallchildren,includingDLLs.Thisspecialsection“TheDevelopment andEarlyCareandEducationofDualLanguageLearners:ExaminingtheStateofKnowledge”includes sixarticlesreportingontheresearchactivitiesoftheCenterforEarlyCareandEducationResearch–Dual LanguageLearners(CECER-DLL).TheCenterwasfederallyfundedtoadvancetheresearchfieldtoimprove assessment,childcare,andeducationforDLLsfrombirththroughfiveyearsofage.Thisintroduction andcommentarydiscussesthemostrelevantfindingsfromthesetofcriticalreviewsofliteratureand thesecondaryanalysisoftheEarlyChildhoodLongitudinalSurvey-BirthCohortconductedbytheCenter Also,themajormethodologicalchallengesandresearchgapsfoundintheliteraturereviewed,acrosstopic areas,arepresentedandrecommendationsforfuturedirectionstoadvanceresearchonthedevelopment andearlycareandeducationofDLLsareprovided

©2014ElsevierInc.Allrightsreserved

Contents

Introduction 693

Developmentalcharacteristicsofduallanguagelearners 694

Theearlyeducationexperiencesofduallanguagelearners 695

MethodologicalissuesinDLLresearch 695

DefiningwhoisaDLLanddeterminingDLLstatus 696

InformationaboutDLLsandtheirfamilies 696

Studydesignandsamplesizes 696

Languageofassessment 696

Gapsandfutureresearchdirections 696

Disclaimer 697

Acknowledgements 697

References 698

Introduction

∗ Corresponding author Tel.: +1 9405652590; fax: +1 9405654952.

E-mail address: dina.castro@unt.edu

http://dx.doi.org/10.1016/j.ecresq.2014.08.003

0885-2006/© 2014 Elsevier Inc All rights reserved.

countriesinLatinAmericaand theCaribbean(Hernandezetal.,

Campbell,Ramey,Pungello,Sparling,&Miller-Johnson,2002), it

Developmental characteristics of dual language learners

(2014, in this issue) concluded that “the experience with two

and Castro (2014, in this issue) concluded that DLLs have two

The early education experiences of dual language learners

Peisner-Feinberg,Páez,Hammer,&Knowles,2014,inthisissue)

much

Office of Head Start, 2011) Since the early 80’s, a number of

&Páez,2011).Asdiscussedabove,thediversityamongchildren

DLLs

Goldenberg,2013).Fromaqualityassessmentperspective,

Methodological issues in DLL research

assessments

below)

Gaps and future research directions

ecd/early-head-start-child-care-partnerships) More research is

experiences

Schweinhartetal.,2005)andcouldplayanimportantrolein

(Castroetal.,2013).Although,conceptualframeworkshavebeen

1996;McLoyd,1990; Ogbu,1981),theydo notincorporateand

DLLs

Acknowledgements

leadership

Disclaimer

number 90YR0041, from the Office of Planning, Research and

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