English Language Learners
Focus Group Report

Introduction | Background | Focus Group | Research | Discussion | Recommendations | Closing | Appendix A | Appendix B | Appendix C | Appendix D

"As a child who was a second language learner from first generation immigrants, being culturally competent in English, and in the home language, has been essential and invaluable. This is because one cannot help but feel a deep sense of loss when one's home language cannot be passed on to our own children. It is something that is so essential to one's identity and self-esteem."

- Focus Group Participant

INTRODUCTION

For many years, the Head Start Bureau has engaged in major initiatives as part of the nationwide implementation of its educational programs and comprehensive services to be responsive to the realities of cultural and linguistic diversity among children and families. These practices are in accordance with the Head Start Act and supported by the Head Start Program Performance Standards, the Multicultural Principles for Head Start Programs, the Head Start Child Outcomes Framework, as well as research studies, training, and publications. As the communities of children and families served in Head Start become increasingly diversified racially, ethnically, and linguistically, the Head Start Bureau's efforts to improve the quality of services provided in the areas of language, early literacy, and cognitive development are an increasing priority.