tract with an entity with a proven track record in dual 
language programs for the purpose of— 
(1) providing technical assistance to local edu-
cational agencies receiving grants under this Act in 
order to strengthen programs conducted by grantees 
pursuant to this Act; and 
(2) conducting an evaluation of programs fund-
ed under this Act, which shall— 
(A) be used by the Secretary to determine 
the effectiveness of programs funded through 
this Act and improve services to participating 
children; and 
(B) include— 
(i) a comprehensive evaluation of the 
impact of the programs on students, in-
cluding an assessment of literacy skills and 
language development in both English and 
the native language; 
(ii) a comprehensive evaluation of the 
effectiveness of instructional practices used 
in the programs; and 
(iii) a comprehensive evaluation of 
professional development strategies. 
(h) DISSEMINATION OF BEST PRACTICES.—The Sec-
retary shall disseminate information on model programs, 
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materials, and other information developed under this sec-
tion that the Secretary determines to be appropriate for 
use by early childhood education providers to improve the 
school readiness of limited English proficient children. 
(i) AUTHORIZATION OF APPROPRIATIONS.—For the 
purposes of carrying out this section, there are authorized 
to be appropriated $15,000,000 for fiscal year 2020 and 
such sums as may be necessary for each of the 4 suc-
ceeding fiscal years. 
(j) DEFINITIONS.—In this section: 
(1) DUAL
LANGUAGE
PROGRAM.—The term 
‘‘dual language program’’ means an instructional 
strategy in which students are taught literacy and 
content in two languages and use the partner lan-
guage for at least half of the instructional day and 
foster bilingualism, biliteracy, enhanced awareness of 
linguistic and cultural diversity, and high levels of 
academic achievement through instruction in two 
languages. 
(2) STATE-FUNDED
PRESCHOOL
PROGRAM.— 
The term ‘‘State-funded preschool program’’ means 
a program that— 
(A) serves children who are ages 3 through 
5; 
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(B) has a primary focus of supporting 
early childhood education, including supporting 
children’s cognitive, social, emotional, and phys-
ical development and approaches to learning; 
(C) helps prepare children for a successful 
transition to kindergarten; 
(D) is either a school- or community-based 
program; and 
(E) is funded either in whole or in part by 
a State through a State agency with authority 
to promulgate regulations and monitor partici-
pating programs. 
(3) LIMITED ENGLISH PROFICIENT.—The term 
‘‘limited English proficient’’, when used with respect 
to a child, means a child— 
(A)(i) who was not born in the United 
States or whose native language is a language 
other than English; 
(ii)(I) who is a Native American (as de-
fined in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
7801)), an Alaska Native, or a native resident 
of an outlying area (as defined in such section 
8101); and 
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(II) who comes from an environment where 
a language other than English has had a sig-
nificant impact on the child’s level of English 
language proficiency; or 
(iii) who is migratory, whose native lan-
guage is a language other than English, and 
who comes from an environment where a lan-
guage other than English is dominant; and 
(B) whose difficulties in speaking or un-
derstanding the English language may be suffi-
cient to deny the child— 
(i) the ability to successfully achieve 
in a classroom in which the language of in-
struction is English; or 
(ii) the opportunity to participate fully 
in society. 
Æ 
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