Exposure to high-quality early literacy instruction is one of the most important building blocks for English learners (ELs). Developing strong reading, writing, and language skills from an early age sets the stage for academic success, effective communication, and social-emotional growth. Teachers, administrators, and families all have a role to play in supporting young ELs, and the National Clearinghouse for English Language Acquisition (NCELA) website offers a variety of resources to guide this work. All of the resources highlighted here, as well as many more, can be found across the NCELA website. For additional support, you can also view the accompanying Information ELevated video episode for this blog.

Before diving in, take a moment to think about your current practice.

• How often do you intentionally incorporate students’ home languages into instruction?
• Are students regularly engaged in interactive reading experiences?
• Do families you support understand why exposure to early literacy practices and reading with their children is so important?

If your answers to any of these questions feel unclear or inconsistent, you are not alone, and the resources below can help strengthen those areas.

One valuable resource is the NCELA Teaching Brief Integrating Language Into Early Childhood Education. This brief draws upon recent evidence-based recommendations for dual language learners (DLLs) and ELs. It helps educators provide high-quality experiences that honor children’s learning needs, recognize their assets, and set them on a strong trajectory for success. Key educator practices featured in the brief include embracing children’s strengths, supporting bilingual development, using interactive reading to build language and literacy, and teaching foundational literacy skills explicitly while monitoring progress.

Another helpful resource for understanding the needs of DLLs is the NCELA fact sheet Dual Language Learners in Early Care and Education, which provides insights about children under six who grow up speaking a language other than English at home. It also highlights challenges families face in accessing high-quality early learning. For example, DLL families often pay more for early care, 48 percent more than English-speaking families and 37 percent above the national average.

Educators and program leaders can also benefit from the NCELA webinar Young Dual Language Learners: Strengthening Early Childhood Education Systems and Practices, which explores research-based strategies for supporting ELs, including family engagement, social-emotional learning, and system-level practices. The First 5 California Dual Language Learner Pilot Study from the American Institutes for Research provides additional evidence-based strategies, highlighting promising practices for children ages 0–5 and exploring how learning experiences relate to positive outcomes for children and families.

Families and caregivers share in the responsibility of supporting early literacy and play a critical role in the process. The Child Mind Institute brief Why Is It Important to Read to Your Child? explains how reading aloud builds vocabulary, strengthens language skills, and supports social-emotional growth. Reading regularly with children can have a significant impact. The brief also reminds families that routines do not have to be perfect. Establishing a regular reading time each day can be comforting and help build a lifelong habit, but every moment a child hears language and connects with a caregiver is valuable.

Finally, the NCELA Resource Library offers thousands of resources to support educators and families working with ELs. It includes briefs, tip sheets, instructional guides, and more, with filtering options to quickly find what you need. By combining high-quality instruction, family engagement, and research-based best practices, educators can create learning environments where ELs feel supported, confident, and ready to thrive.

All the resources mentioned here can be accessed across the NCELA website.