ABSTRACT
Many states, such as Texas, primarily oŒer Pre-K programs for children who are: second language learners, homeless, low-income or dependents of a military active-duty parent. Interestingly, Oklahoma, Georgia, and New York have strong initiatives to create universal Pre-K programs to serve all children. Over 38 states that provide funding for half-day Pre-K experienced a 40% enrollment increase over the last ‹ve years (Barnett, Hustedt, Hawkinson, & Robin, 2006). ’e increase in Pre-K programs creates a need to recruit and prepare early childhood bilingual teachers. Institutions of higher education must address the preparation of Pre-K bilingual education candidates.
