One in three young children in the United States is a Dual Language Learner (DLL), and nearly half of these children have at least one parent who is Limited English Proficient (LEP). Language access policies and services are critical to promoting the equitable participation of these families in early childhood education and care (ECEC) programs, yet persisting gaps in participation for DLL children in many public ECEC programs demonstrate the need for improved language services to support this population. Amid this reality, the needs for even basic translation and interpretation for children and parents and relevant language skills among early childhood staff are often overlooked. Indeed, many early childhood services lack the necessary data and accountability measures to demonstrate equal access for DLL families, despite civil-rights requirements that they do so.

In this webinar, MPI experts provide an overview of a policy brief outlining federal and state efforts to implement language access policies in the early childhood field. The conversation examines the right to language access in federally funded services and the application of this right to early childhood programs. It also focuses on the language and other barriers that immigrant and DLL families face in accessing early childhood programs despite existing language access requirements, as well as opportunities to improve language services. It also marked the release of factsheets by state.