In recent years, the number of Dual Language Learners (DLLs) in the United States has quickly grown. DLLs are students who are learning two languages at the same time or sequentially. Most DLLs speak a minoritized language at home, such as Spanish as is most often in the US, while learning Standard American English in the school setting. DLLs have the opportunity to learn two languages but this ability is not always nurtured in classrooms. Our literature review suggests strategies to increase DLLs' language production in the classroom. These strategies include fostering peer-to-peer conversation, code-switching between home and school language, utilizing small groups for instruction and activities, and setting aside teacher-child conversation time with each child individually. This poster will overview these strategies and provide implications for both practice and research.

Authors:
Cecilia Jarquin Tapia, Boston University, United States
Stephanie Curenton, Boston University, United States

About the Presenter(s)
Ms Cecilia Jarquin Tapia is a University Postgraduate Student at Boston University, United States

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