OUR PROMISE:
strong foundations for multilingual children
Every child deserves to grow up proud of their home language while building deep skills across languages—mastering reading, math, and becoming confident, multiliterate learners who thrive in school and in life.
We make this possible by supporting educators and programs to bring this vision to life—one classroom, one child, one conversation at a time.
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WHO ARE WE
We are a team of program leaders, educators, researchers, and early childhood experts dedicated to advancing multilingual teaching and learning.
With decades of experience in teacher preparation and program design, we saw a pressing need: professional learning must be relevant, responsive, and deeply grounded in the lived realities of early educators and the children they serve.
As multilingual learners ourselves, we understand the power of language in shaping how children think, communicate, and connect. Our work is driven by a simple conviction: when educators are well prepared, children gain the strong language foundations that lead to lasting academic success and confidence in every language they speak.
Describe the team member here. Write a brief description of their role and responsibilities, or a short bio with a background summary.
CAROLA OLIVA OLSON, Ph.D.
CEO and Founder
Describe the team member here. Write a brief description of their role and responsibilities, or a short bio with a background summary.
ILYSSA FOXX
Chief of Operations
Describe the team member here. Write a brief description of their role and responsibilities, or a short bio with a background summary.
GABRIELLA SOQUI
Research Fellow
research
Our work is grounded in the latest research on linguistic and cognitive development in early childhood.
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
This report focuses on what it looks like to operationalize high quality dual language immersion for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview of important context and core concepts foundational for this work as well as a 7-part framework for high quality dual language immersion education for children in early care and education.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
Featured in NAEYC’s Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Preschool, this chapter offers family-centered strategies from POLL that help educators support children’s language development in classrooms representing many languages and cultures.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
This report outlines what high-quality dual language immersion looks like from infancy through second grade. It introduces a 7-part framework for designing and sustaining effective dual language programs that promote bilingualism, biliteracy, and academic growth in early care and education settings.
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
This study compares Head Start classrooms implementing either a dual language model or an English-with-home-language-support model. Children in dual language classrooms made greater gains in both English and Spanish oral proficiency, underscoring the importance of consistent professional development on effective language models.
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
Personalized Oral Language Learning (POLL) is a research-based approach that helps early educators strengthen vocabulary, oral language, and comprehension through planned, meaningful interactions. POLL provides clear strategies for promoting bilingualism and guiding all educators—including those who are monolingual—in supporting children’s home language alongside English.
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Promoting linguistic diversity and equity: Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
© 2025 Multilingual Promise • All Rights Reserved
what we believe
•
Home language is a strength, not a barrier.
•
Joy and learning belong together.
•
Family partnerships power learning.
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Simple routines, done daily, create lasting change
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Access must be equitable.
Our approach
Innovative Learning Experiences
We design evidence-based, practical, and engaging learning experiences. Each course includes short, focused modules, customized practice simulations with feedback, and ready-to-use tools that fit seamlessly into real classrooms.
Research and credibility
Our content is grounded in the latest research on multilingual development and the science of reading. Every strategy we share is chosen for its proven impact on brain development and long-term academic success.
Equity and culture
We center equity in everything we do—through culturally responsive practices, identity-affirming materials, and inclusive course design that honors every learner’s background and language.
To learn more about this, check out our article “Creating a Terms and Conditions Policy”.
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
research
Our program are grounded in the latest research on linguistic and cognitive development in early childhood.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
This report focuses on what it looks like to operationalize high quality dual language immersion for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview of important context and core concepts foundational for this work as well as a 7-part framework for high quality dual language immersion education for children in early care and education.
Oliva-Olson, C. et al (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation. https://cep.asu.edu/sites/g/files/litvpz916/files/2024-04/DLI-quality-indicators-032924.pdf
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Promoting linguistic diversity and equity: Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025