Dual Language Learners in the Early Childhood Classroom / Edition 1 by Carollee Howes, Robert C. Pianta | | 9781598571820 | Paperback | Barnes & Noble
Dual Language Learners in the Early Childhood Classroom / Edition 1

Dual Language Learners in the Early Childhood Classroom / Edition 1

by Carollee Howes, Robert C. Pianta
     
 

ISBN-10: 1598571826

ISBN-13: 9781598571820

Pub. Date: 05/01/2011

Publisher: Brookes, Paul H. Publishing Company

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

Overview

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.

Product Details

ISBN-13:
9781598571820
Publisher:
Brookes, Paul H. Publishing Company
Publication date:
05/01/2011
Pages:
296
Sales rank:
1,237,006
Product dimensions:
6.00(w) x 8.90(h) x 0.70(d)

Table of Contents

Series Preface vii

About the Editors viii

About the Contributors x

Acknowledgments xvi

Introduction: Classroom Experiences and Learning Outcomes for Dual Language Learning Children: An Early Childhood Agenda for Educators and Policy Makers Eugene E. García 1

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 Carollee Howes 19

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 April D. Crawford 45

3 Preschool Classroom Experiences of Dual Language Learners: Summary of Findings from Publicly Funded Programs in 11 States Virginia E. Vitiello Jason T. Downer Amanda P. Williford 69

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 Alison Hauser 93

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

5 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 Katie Fallin 117

6 Using the Observation Measures of Language and Literacy Instruction (OMLIT) to Characterize Early Literacy Classrooms-Focus on Dual Language Learners Carolyn Layzer Kenyon R. Maree 147

7 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 John Sideris 233

Conclusion: Early Childhood Classrooms Serving English/Spanish Dual Language Learning Children: An Afterword Carollee Howes 259

Index 271

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