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ERIC Number: EJ1055271
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2325-663X
Challenges and Benefits of Early Bilingualism in the United States' Context
Espinosa, Linda M.
Global Education Review, v2 n1 p40-53 2015
The population of young dual language learners (DLL) in the United States has tripled in the last several decades and now accounts for 25% of all children in the United States (Migration Policy Institute, June 2014). Many of these children are exposed to multiple languages in the home and the early childhood setting (ECE) setting, and the vast majority are U.S. citizens. Despite the robust research documenting the extensive capacity of infants, toddlers, and preschoolers to learn multiple languages and the cognitive, social, and linguistic benefits of early bilingualism, most young DLLs in the United States do not receive enriched ECE that supports their emergent bilingualism. This article reviews the latest research, describes the developmental characteristics of young dual language learners, the similarities and differences between DLLs and young monolingual children, the current ECE policies and practices toward DLLs in the United States, and concludes with policy recommendations at the federal, state, and local levels.
Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A