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This document outlines policies and guidelines designed to support early education and care programs for children whose home languages are not English, focusing on dual language learners and their
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How to fill out Early Education and Care Policies and Guidelines for Children Whose Home Languages are Other than or in Addition to English

01
Identify the specific needs of children whose home languages are other than or in addition to English.
02
Gather resources and guidelines from relevant educational authorities regarding language diversity.
03
Consult with families to understand their children's language environments and preferences.
04
Incorporate strategies for supporting bilingualism and maintaining home languages in the classroom.
05
Develop training programs for educators on cultural competency and best practices for teaching multilingual students.
06
Create a communication plan that includes translation services for non-English speaking families.
07
Regularly review and update the policies and guidelines to reflect the changing needs of the community.

Who needs Early Education and Care Policies and Guidelines for Children Whose Home Languages are Other than or in Addition to English?

01
Early childhood educators working with diverse populations.
02
Childcare centers committed to inclusivity and equity in education.
03
Families of children who speak languages other than English.
04
Policy makers aiming to enhance support for multilingual learners.
05
Community organizations that advocate for language rights and support for immigrant families.
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Create books that include children's home languages. Teach songs and rhymes, letters and numbers in the child's home language. Teach appropriate greetings and key phrases using the languages represented in the setting. Play games from the different countries represented in the setting.
Bilingual Education. Bilingual education refers to instructional programs that utilize two languages to teach academic content, aiming to develop students' proficiency in both their native language and a target language, often English.
The early literacy skills families practice in their home language help children understand how the alphabet works and how sounds make meaning. This understanding helps them learn phonological awareness and alphabet skills in English as well.
Bilingual education is a term that refers to the teaching of academic content in two languages, in a native and second language.
Dual-Language Immersion (Two-Way Immersion) is language learning and academic instruction for native speakers of English and native speakers of another language.
In bilingual education, students are taught in two (or more) languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model.
Parents should therefore continue to use their first language to talk to their child about everyday activities such as shopping, and share poems, stories, songs, books and games. It can also help if parents use the name of the language (for example, Mandarin or Cantonese), when speaking in this language to their child.

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Early Education and Care Policies and Guidelines for Children Whose Home Languages are Other than or in Addition to English refer to a framework designed to support educators and caregivers in providing appropriate educational programming for children who are bilingual or multilingual. These guidelines aim to ensure that the linguistic and cultural needs of these children are met within early educational settings.
Early childhood education programs, centers that provide care for infants and toddlers, and any licensed childcare providers who serve children who speak languages other than English are typically required to file these policies and guidelines. Compliance ensures that they are adequately serving the language needs of all enrolled children.
To fill out the Early Education and Care Policies and Guidelines, providers should review the requirements set forth by their local education authority, gather relevant information regarding the home languages of enrolled children, and detail how they will support language development in those children. This may include strategies for language instruction, resources for multilingual materials, and staff training protocols.
The purpose of these policies and guidelines is to foster an inclusive early education environment that respects and incorporates the diverse linguistic backgrounds of children. They aim to promote bilingualism, support language development, and enhance the overall educational experience by recognizing the importance of a child's home language in their learning process.
Programs must report data on the languages spoken by children in their care, the resources and materials used to support language development, the training provided to staff on multilingual education practices, and any assessments of children's language skills. Additionally, they should outline their strategies for engaging families in language support efforts.
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