Linguistically and culturally diverse providers need greater access to courses and educational programs that:

•Are meaningful and comprehensible to them•Are affordable •Fit into their busy schedules and are located in or near their communities •Advance their career and academic goals•Earn college credit•Are part of a credential or degree program•Advance their proficiencies in academic English (for higher education and for the ECE classroom) •Increase their professional knowledge and competencies•Increase understanding of cross-cultural variations in developmentally appropriate practice•Increase understanding and competencies in the area of language development and dual (or second) language acquisition •Increase understanding and competencies in the area of early literacy

STATEMENTFaculty who work with aspiring teachers help them develop the knowledge, skills, and competencies needed to enter the teaching profession, pass gate-keeping exams and meet other requirements. Early education and care providers are already working with children every day. When providers who are English Language Learners are excluded from entry to and meaningful participation in professional development, courses, and programs, the children they care for are also excluded from essential early educational experiences. Increasing access to institutions of higher education is therefore critical for these providers and for the children in their care.

Working Session: Are Institutions of Higher Education ready?

What changes in policy and practice can IHEs make to increase access, enrollment and successful program completion for early education and care providers who are English Language Learners? Consider a variety of IHE roles, including the following:

Working Session:Are Institutions of Higher Education Ready?

Admissions &

Financial AidStudent Services Faculty

AcademicAdministration

Presidents of IHEs

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