Professional Learning for Young Dual Language Learners With Disabilities: A Review Study

Early childhood teachers increasingly serve dual language learners (DLLs) with or at risk for disabilities, yet many report limited preparation to address their complex linguistic and learning needs. Professional learning grounded in culturally and linguistically responsive practices (CLRPs) and practice-based learning (PBL) has been proposed as a means of supporting teachers in developing responsive instructional practices. This review examined 19 empirical studies that met the inclusion criteria and focused on professional learning designed to prepare teachers to support DLLs with or at risk for disabilities from birth to age 8. Professional learning most frequently addressed linguistic responsiveness and instructional strategies and incorporated PBL components such as coaching and modeling. These programs improved teachers’ knowledge and beliefs, whereas changes in instructional practices and child outcomes were mixed. Evidence remains limited and largely focused on in-service PD, highlighting the need for stronger integration of CLRP and sustained PBL opportunities in future professional learning.