Review

Linguistic Responsiveness: The curriculum lacks guidance on how to intentionally support the development and learning of infants and toddlers who are dual language learners. It also does not address how to support children who are learning tribal languages.

Linguistic Responsiveness: The curriculum does not provide guidance on how to intentionally support the development and learning of infants and toddlers who are DLLs or those who are learning tribal languages. The curriculum includes two brief examples of strategies to support children who are DLLs (e.g., using sign language, adding board books in children's home languages), but no information on dual language development or collaborating with families on how to support children's development of each language.

Linguistic Responsiveness: The curriculum offers many materials in English and Spanish (e.g., Activity Cards, vocabulary, children's books), but the curriculum does not include any guidance on how or when teachers should use the English or Spanish versions. Welcome to Frog Street Infant describes how learning a second language can be beneficial for all children, with some general scaffolding strategies for children who are DLLs (e.g., keeping language simple, using actions and illustrations, using visual aids). However, the curriculum lacks guidance on how teachers can partner with families to develop an intentional language plan for children who are DLLs. The curriculum also does not address research-based strategies for linguistic responsiveness, such as encouraging teachers to communicate in their own strongest language(s) or using some words and phrases in children's home languages.

Linguistic Responsiveness: Frog Street Toddler provides minimal guidance on how to intentionally support the development and learning of toddlers who are DLLs. The Activity Guides provide songs, prompts, and vocabulary in Spanish, but the curriculum lacks guidance on how to intentionally use the Spanish translations or integrate other home or tribal languages into the learning environment, experiences, or routines. In addition, some of the Activity Guides include a suggestion related to children who are DLLS, like using concrete materials to help DLLs understand vocabulary and using words from children's home languages if possible.

Linguistic Responsiveness: Innovations: Infant and Toddler Development provides some strategies on how to support the development and learning of infants and toddlers who are dual language learners (DLLs). For example, it recommends collaborating with parents to support the home language, using both English and children's home languages, and providing books or audio recordings of fingerplays and rhymes in children's home languages. However, the activity books do not provide specific instruction on how to support the development and learning of children who are DLLs. The curriculum does not address how to support the development and learning of children who are learning tribal languages.

Linguistic Responsiveness: The curriculum provides specific guidance embedded throughout several curriculum materials on how to support the development and learning of infants and toddlers who are DLLs. Volume 1: The Foundation includes brief information on dual language development and principles to support children who are DLLs, both for teachers who do and do not speak the child's home language. Volume 3: Objectives for Development & Learning gives information on working with children who are DLLs and includes a "Home Language Survey" and strategies to support children's English language acquisition. The Intentional Teaching Cards include further suggestions to support children who are DLLs, such as to provide directions in the child's home language, watch for non-verbal cues that signal a child's desire to participate, and point to an object or demonstrate an action as you describe it. The curriculum doesn't address how to support the development and learning of children who are learning tribal languages.