This collection of four Young Children articles touches on some of the many special considerations related to supporting young dual language learners and their families.
H. Victoria Prieto writes about how to support bilingualism—or multilingualism—in infant/toddler programs in “One Language, Two Languages, Three Languages . . . More?”
Joan Youngquist and Bárbara Martínez-Griego outline the steps a multicenter Head Start program in Washington State took to improve their services for Spanish-speaking children and their families in “Learning in English, Learning in Spanish: A Head Start Program Changes Its Approach.”
Ruth Shagoury writes about how one teacher supported children’s emerging writing skills in a multilingual kindergarten classroom in “Language to Language: Nurturing Writing Development in Multilingual Classrooms.”
Karen Nemeth and Pamela Brillante offer teaching strategies for helping children whose challenging behaviors in the classroom may be related to or complicated by language barriers in “Solving the Puzzle: Dual Language Learners with Challenging Behaviors.”