Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them. This brief sets out a framework of the most critical elements that should ideally be included in standardized, comprehensive DLL identification and tracking processes for early childhood systems. It also identifies foundational system components that should be in place to support the development and implementation of the framework, including comprehensive data systems, professional development, and culturally relevant and age-appropriate early childhood assessments and tools.