This study evaluates the third implementation of the Little Multilingual Minds (LMM) program, which was a Vietnamese language exposure program delivered in a Melbourne preschool serving in part a large Vietnamese-speaking community. The program adopted a play-based, Content and Language Integrated Learning approach using Vietnamese as the language of instruction. It included thematic units that progressively increased in conceptual and linguistic complexity across three school terms. Children's engagement, early school readiness indicators and linguistic proficiency were assessed longitudinally. Results showed consistently high engagement across all children, with significant increases in disposition and interest over time. After 12 weeks of program delivery, most parents reported no concerns about potential negative effects of bilingualism and expressed highly positive views of the program, noting increased interest and confidence in using Vietnamese, enjoyment of the sessions, opportunities for cross-cultural socialization and a strong likelihood of continuing participation despite practical barriers such as limited Vietnamese proficiency or resources at home. Children with Vietnamese as a heritage language demonstrated higher levels of interaction, while children learning Vietnamese as an additional language showed steady improvement as they acclimatized to the program. Overall, the findings demonstrate the feasibility and adaptability of the LMM model for supporting heritage and additional language development in culturally diverse early childhood education settings.
Escudero et al. (Wed,) studied this question.