With the nation’s school-age population becoming more linguistically and culturally diverse, early-childhood educators should do more to embrace the differences that the nation’s youngest English-learners bring to the classroom, a new report from the Migration Policy Institute concludes.
The report recommends that districts: cultivate strategies to help teachers support English and home-language development; collect detailed information regarding families’ linguistic and cultural backgrounds; and create policies that explicitly support the inclusion of home languages.
