5.2.1

Language Services

A Dual Language Learner (DLL)—also known as an English Language Learner or Multilingual Learner—is a child who is learning two or more languages simultaneously, or who is acquiring a second language while continuing to develop their first language.

To ensure a positive and successful experience in the program, a collaborative approach is used to support DLLs and their families. The Language Services Coordinator, Bilingual Aide, and Language Services Assistant play key roles in providing appropriate language support and resources.

Additionally, Teachers, Home Visitors, and Family Workers work closely with the bilingual services staff to ensure that each child and their family receive comprehensive, culturally and linguistically responsive services.

The Process to Identify Dual Language Learners

Family Demographics: As part of the enrollment process, the Family Worker conducts an interview with each family using the Family Demographics Form. This form serves two important purposes:

*Program Information Report (PIR) Compliance: It collects the required annual data for the PIR, which helps the program assess demographics and service needs across the enrolled population.

*Language Background Identification: It provides insight into the languages spoken in the home and the child’s linguistic environment. This information is essential for identifying children who may be DLLs so we can support and strengthen their language development.

If the child is determined to be a DLL, the Family Worker completes a Notice of Enrolled Dual Language Learner form. This document formally records the child’s DLL status and ensures that appropriate staff are notified so that language services can begin promptly.

Notice of Enrolled Dual Language Learner

The Notice of Enrolled Dual Language Learner form is a key component of the identification and tracking process for DLLs. This form serves multiple important functions:

*Notification and Coordination: It formally informs the Language Services of a child’s DLL status, allowing for timely assignment of Bilingual Aides and the coordination of language services.

*Tracking and Reporting: It enables the program (SHS) to accurately track the number of DLL families being served, supporting program planning, resource allocation, and compliance with reporting requirements.

*Language Background Insight: The form also documents key information about the child’s language environment, helping staff better understand and support for each child’s bilingual or multilingual development.

This form must be completed yearly (even if children return), one per child, and regardless of the child’s ability to speak English if any language other than English is spoken by parents, grandparents, siblings, extended family, or others living in or visiting the home.

Once completed, the form must be scanned and submitted to the Language Services scan folder.

For detailed instructions, refer to Standard Operating Procedure (SOP) 4.3: Conducting the Enrollment Meeting.

Family Language and Culture Interview

The Family Language and Culture Interview Form is a part of the Enrollment Packet and is to be completed within 30 days for each identified DLL child. The Family Worker or Home Visitor will complete the Family Language and Culture Interview with the family during the enrollment meeting.  The Family Worker or Home Visitor can utilize a Bilingual Aide to assist with the interview if the parent needs an interpreter. If it is not possible to complete the form during the enrollment, then it will be scanned to the Language Service folder, and Language Services will contact the family to complete the Interview and send the completed form to the Family Worker or Home Visitor.

The goals of this interview are to:

*Build Strong Relationships: Foster trust and open communication between families and program staff by learning more about the family’s language use, values, and cultural background.

*Understand Language Experiences: Gain insight into the child’s past and current experiences with language(s), including which languages are spoken at home, who uses them, and how the child responds in different contexts.

*Inform Instruction and Support: Use the information gathered to create learning environments and strategies that build upon each child’s existing language knowledge and cultural identity.

This interview is an important step in honoring the linguistic and cultural assets that children bring with them and ensuring a responsive, inclusive approach to language development.

Actions to be Completed

The Family Worker completes the Notice of Enrolled Dual Language Learner Form, Family Demographics, and the  Family Language  and Culture Interview. All forms are included in the Enrollment Packet.

Family Worker Responsibilities:

• Sign and date the Family Language and Culture Interview form at the end of the interview.
• Provide a copy of the Family Language Culture Interview to the child’s Teacher/Caregiver to place in their Curriculum Binder.
• Scan the Notice of DLL and Family Language and Culture Interview to Language Services, after obtaining the Teacher/Caregiver signature.
• File the original forms in the Enrollment Section of the Child File.
• Let the Bilingual Aide know that there is a Family Language and Culture Interview Form for them to review (if the child is assigned a Bilingual Aide).

Teacher/Caregiver Responsibilities:

• • Review the Family Language and Culture Interview form, thoroughly Initial the Education Coversheet that it has been reviewed, and file it in the Curriculum binder.
  • Use the information to plan curriculum, set up an environment that reflects all families, develop individualized strategies to support language development, and strengthen relationships with families.
  • Share key information from both forms with all staff members who work with the child including Bilingual Aides, ensuring consistent support and understanding across the team.

Role of Bilingual Aide

The Bilingual Aide is an essential member of the early childhood education team, assigned to work within a geographic team or a designated center for Head Start (HS) and Early Head Start (EHS) programs. Their primary responsibility is to assist teachers in delivering bilingual instruction and support to Dual Language Learners (DLLs), ensuring these children can thrive in both their home language and English.

Working closely with the classroom teacher, the Bilingual Aide contributes to an inclusive and linguistically rich learning environment by:

• Reinforcing the child’s primary language and culture through activities and enhancements to the classroom environment.
• Supporting English language acquisition while helping children maintain their home language and cultural identity.
• For infants and toddlers, partnering with the child’s primary caregiver to ensure language learning is integrated into the caregiving relationship.
• Interpreting lessons and interactions to ensure DLLs understand classroom content and feel confident participating.
• Promoting home-school communication through translated newsletters, calendars, phone calls, notes, and messages to families.
• Providing interpretation support during home visits, conferences, center committee meetings, enrollment, child screenings, IEP meetings, and Child Success Team discussions.
• Translating on-going assessment information and student portfolios as needed.
• Participating in the WEB Planning Process, ensuring families are actively involved through interpretation and translation services.
• Gathering information from Dual Language Learners through observations. This collaboration with teachers and primary caregivers is essential to complete ongoing assessment processes like ASQ, ASQ-SE, etc.
• Collaborating with the teaching team during staffing sessions, site meetings, and child observations—offering valuable insights and feedback.
• Bilingual Aides are integral members of the teaching team and may occasionally be assigned short tasks, that will not take away from their primary role of supporting DLL children. Their presence ensures that culturally and linguistically diverse families are fully included in their child’s educational journey.

Creating an Inclusive Environment for Dual Language Learners

When a DLL is enrolled in the classroom, it’s essential to make intentional preparations to foster an inclusive, supportive, and culturally responsive learning environment. Key activities include:

• Provide Bilingual Resources: Incorporate bilingual materials—such as books, posters, signs, and activity cards—that reflect and honor the child’s home language and culture. These resources not only support language development but also help validate students’ identities and promote a sense of belonging.
• Label the Environment: Use Labels (English/Spanish/Other Languages) to label classroom items. These visual aids support vocabulary acquisition and language recognition in both English and the child’s home language, helping to build a strong foundation for language skills.
• Invite Parent Involvement: Encourage parents to share items from their home that represent their culture. This could include artifacts, photos, or objects that highlight family traditions. Take pictures of the family, print them, and display them around the classroom. You can also create a family album that identifies family members and celebrates their cultural backgrounds.

By implementing these steps, educators can create a welcoming and inclusive classroom where children feel seen, valued, and empowered to thrive in both languages.

For further support and ideas on creating a multicultural classroom, please contact the Language Services.

References

• Notice of Enrolled Dual Language Learner Form
• Family Language & Culture Interview Form
• Family Language & Culture Interview Form | Spanish
• Request Form for Spanish Translations
• Head Start Program Performance Standards for Support of Young Dual Language Learners
• Set of Complete Labels (English and Spanish)
• For Family Demographics Data Entry Instructions (Completed annually, Initial Enrollment, and Returning) refer to SOP 8.6.03 Family Demographics – ChildPlus
• For Dual Language Learner Module Data Entry instructions (Complete annually, even for returning children) refer to SOP 8.6.04 Dual Language Learner – ChildPlus