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The quality of preschool for young DLLs does not end with the richness of the instruction itself. Teacher–child relationships appear to be important to academic outcomes as well.

Teachers’ attention to individual academic and emotional needs appears to be related, in particular, to successful mathematics development

found that rich explanations of target vocabulary, coupled with frequent home reading and higher initial vocabulary in English, made significant contributions to the learning of sophisticated vocabulary from story reading.

Interactive or dialogic reading is a strategy that engages children in discussions of texts.

guided instruction—such as explicit vocabulary support—is important for DLLs to make further progress in language development

The principal point is that students who are learning content in a language they are simultaneously learning to speak and understand probably need additional supports to make the content comprehensible to them. Teachers must therefore consider using modifications, such as interactive approaches targeting both content and language; graphics, illustrations, and other visuals; direct teaching to help students learn skills and concepts; material with familiar content (in addition, of course, to teaching new content); and using the home language to support concept and language development

one implication is that teachers need to allocate time and space for intentional interactions aimed at promoting English language use and development.

taking advantage of cognates can be of value in vocabulary instruction.