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Enhancing Young Hispanic Dual Language Learners’ Achievement: Exploring Strategies and Addressing Challenges

Ackerman, Debra J.; Tazi, Zoila
Publication Year:
Report Number:
ETS Policy Information Center Report, ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Dual Language Learners, Preschool, Early Childhood Education, Hispanic American Students, Young Children, English Language Skills, Spanish Speaking, Academic Achievement


Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.

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