Brian Collins Presents: “How are young emergent bilingual children supported in NYC Pre-K programs?”

MAY 06, 2021 | 4:00 PM TO 5:30 PM





May 06, 2021: 4:00 PM-5:30 PM




Advanced Research Collaborative (ARC)



In this presentation, I will describe the types and availability of NYC DOE Pre-K programs for emergent bilingual children and their families. We will explore the hyperdiverse linguistic landscape of NYC. Although the majority of children in NYC come from homes where a language other than English is spoken, the number of official bilingual Pre-Ks only represent 5% of all programs. I will present the language instruction and practices in typically used in bilingual programs as well as other Pre-Ks with large populations of emergent bilinguals who are not in official bilingual programs. Research on Pre-K predictors of long term social-emotional well-being and academic achievement will be explored. I will discuss the connection between Pre-K language practices, demands and supports for emergent bilingual children and the transition to kindergarten.

Brian A. Collins is an Associate Professor of Bilingual Education at Hunter College, CUNY. His research focuses on the dual language development of children of immigrants in the U.S. and how language competences influence dimensions of children’s social, psychological, and academic well-being. Dr. Collins is a Co-Investigator on the Harvard Project on Child Language and Developmental Psychiatry (CLDP) which has followed over 200 bilingual Latino children in public schools from kindergarten to 12th grade. Findings from this study have had important implications for young Latino children and demonstrated multiple strengths and adaptive pathways, as well as academic and social-emotional well-being related to language proficiency. In addition, Dr. Collins is an Associate Investigator on New York State Initiative for Emergent Bilinguals (NYSIEB), a collaborative CUNY project funded by the NYS DOE to support emergent bilinguals in New York City schools. Dr. Collins is committed to connecting his research to educators, clinicians, and specialists who work with bilingual children of immigrants.