Shop By:

Dual Language Learners in the Early Childhood Classroom


Dual Language Learners in the Early Childhood Classroom

Volume Editors: Carollee Howes Ph.D., Jason T. Downer Ph.D., Robert C. Pianta Ph.D.   Series Editors: Carollee Howes Ph.D., Robert C. Pianta Ph.D.   Chapter Authors: Sally Atkins-Burnett Ph.D., Margaret Caspe Ph.D.. Ed.M., Jason T. Downer Ph.D., Alexandra Figueras-Daniels, Ellen C. Frede Ph.D., Margaret Freedson, Allison Sidle Fuligni Ph.D., Eugene E. Garcia Ph.D., Alison Hauser, Carollee Howes Ph.D., Youngok Jung M.Ed., M.A., Susan H. Landry Ph.D., Carolyn Layzer Ph.D., Michael López Ph.D., Karen Manship, Kenyon Maree M.Ed., Deborah Parrish, Heather Quick Ph.D., Emily J. Solari Ph.D., Susan Sprachman, Virginia E. Vitiello Ph.D., Amanda P. Williford Ph.D., Tricia A. Zucker Ph.D.   Afterword Author: Carollee Howes Ph.D.

ISBN: 978-1-59857-182-0
Pages: 296
Copyright: 2011
Availability:
Available Stock
Request Print Exam Copy
Paperback $39.95 Qty:

Size:  6.0 x 9.0
Stock Number:  71820
Format:  Paperback
Promotion Code: 

The school readiness of young dual language learners depends on high-quality preschool programs that meet their needs— but how should schools promote and measure the progress of children learning two languages? Find out what the research says in this authoritative resource, which investigates the experiences of dual language learners in preschool classrooms and the policy implications of these critical findings.

The most comprehensive, up-to-date research volume on this topic, this book is a must for policy makers and administrators serving the growing number of dual language learners in today's classrooms. Presenting the eye-opening results of their observational studies of early education classrooms, more than 25 experts give readers the invaluable insights they'll need to

  • assess the quality of instruction and classroom practices with sensitive, reliable measurement tools
  • identify and strengthen factors that contribute to the development of English language proficiency
  • determine whether instruction in children's home language helps them develop school readiness skills
  • ensure a culturally responsive classroom environment that promotes gains in both languages
  • support the teacher-child relationship, vital to promoting language and literacy development
  • understand and improve the early learning experiences of low-income dual language learners
  • shape future research efforts and policy decisions with a helpful synthesis of the research in this volume

With this compendium of current research— sure to influence preschool practices for years to come— policy makers and administrators will have the foundational knowledge they need to ensure a high-quality, appropriate education for young children learning two languages.

See how this product helps strengthen Head Start program quality and school readiness.

Review and Rate this Item
Be the first to submit a customer review on this product!
Review and Rate this Item

Reviews

Review by: Cristina Gillanders, FPG Child Development Institute, University of North Carolina at Chapel Hill
"A much-needed framework and tools for identifying the critical processes that characterize quality educational environments for young dual language learners. This book is a very important step towards the improvement of the educational outcomes of young DLLs."

Series Preface
About the Editors
About the Contributors
Acknowledgments
Introduction: Classroom Experiences and Learning Outcomes for Dual Language Learning Children: An Early Childhood Agenda for Educators and Policy Makers… Eugene E. García

I Describing the Classroom Experiences of Dual Language Learners

  1. Experiences of Low-Income Dual Language Learning Preschoolers in Diverse Early Learning Settings
    Allison Sidle Fuligni and Carollee Howes

  2. The Importance of Sensitive Measurement Tools for Understanding What Instructional Practices Promote School Readiness for Dual Language Learners
    Emily J. Solari, Susan H. Landry, Tricia A. Zucker, and April D. Crawford
  3. Preschool Classroom Experiences of Dual Language Learners: Summary of Findings from Publicly Funded Programs in 11 States
    Virginia E. Vitiello, Jason T. Downer, and Amanda P. Williford

  4. The Role of Teacher–Child Relationships in Spanish-Speaking Dual Language Learners’ Language and Literacy Development in the Early Years
    Youngok Jung, Carollee Howes, Deborah Parrish, Heather Quick, Karen Manship, and Alison Hauser

II Describing the Language and Literacy Practices in Classrooms with Dual Language Learners

  1. The Language Interaction Snapshot (LISn): A New Observational Measure for Assessing Language Interactions in Linguistically Diverse Early Childhood Programs
    Sally Atkins-Burnett, Susan Sprachman, Michael López, Margaret Caspe, and Katie Fallin

  2. Using the Observation Measures of Language and Literacy Instruction (OMLIT) to Characterize Early Literacy Classrooms— Focus on Dual Language Learners
    Carolyn Layzer and Kenyon R. Maree

  3. The Classroom Assessment of Supports for Emergent Bilingual Acquisition: Psychometric Properties and Key Initial Findings from New Jersey’s Abbott Preschool Program
    Margaret Freedson, Alexandra Figueras-Daniel, Ellen Frede, Kwanghee Jung, and John Sideris

Conclusion: Early Childhood Classrooms Serving English/Spanish Dual Language Learning Children: An Afterword... Carollee Howes
Index

Support culturally and linguistically diverse children
Check out the resources, checklists, and videos in this free Cultural Diversity Toolkit

Download the alignment
How Our Early Childhood Products Help Strengthen Head Start Program Quality and School Readiness

Your Cart

(0 product)
Empty
Customer Service
  • Privacy Policy
  • Permissions
  • Catalogs
  • Copyright