Gift Guide

Dual Language Learners in the Early Childhood Classroom / Edition 1

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $28.00
Usually ships in 1-2 business days
(Save 29%)
Other sellers (Paperback)
  • All (6) from $28.00   
  • New (4) from $28.00   
  • Used (2) from $71.88   


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.

Read More Show Less

Editorial Reviews

Cristina Gillanders

"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."
Book News
August 2011 Research Book News
Read More Show Less

Product Details

  • ISBN-13: 9781598571820
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 5/1/2011
  • Edition number: 1
  • Pages: 296
  • Sales rank: 837,333
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.70 (d)

Meet the Author

Jason T. Downer, Ph.D., is a senior research scientist at the University of Virginia's Center for Advanced Study of Teaching and Learning in Charlottesville. He is a clinical–community psychologist whose work focuses on the identification and understanding of contextual and relational contributors to young at-risk children's early achievement and social competence. Specifically, Dr. Downer is interested in the role of fathers in children's early learning, as well as the development of observational methods to capture valid, reliable estimates of teacher–child interactions in prekindergarten through elementary classrooms. Dr. Downer also has a keen interest in translating research-to-practice through school-based, classroom-focused interventions.

Ellen C. Frede, Ph.D., Senior Vice President for Early Learning, Research, and Training, Acelero Learning, Inc., 63 West 125th Street, 6th Floor, New York, New York 10027. Until recently, Dr. Frede served as Co-director at the National Institute for Early Education Research. She is a developmental psychologist who specializes in research to inform policy and practice and helped design and administer New Jersey's successful Abbott Preschool Program.

Carollee Howes, Ph.D., is the director of the Center for Improving Child Care Quality, Department of Education, and a professor of the Applied Developmental Psychology doctorate program at the University of California, Los Angeles. Dr. Howes is an internationally recognized developmental psychologist focusing on children's social and emotional development. She has served as a principal investigator on a number of seminal studies in early child care and preschool education, including the National Child Care Staffing Study; the Family and Relative Care Study; the Cost, Quality, and Outcomes Study; and the National Study of Child Care in Low Income Families.

Dr. Howes has been active in public policy for children and families in California as well as across the United States. Her research focuses on children's experiences in child care, their concurrent and long-term outcomes from child care experiences, and child care quality and efforts to improve child care quality. Dr. Howes is the editor of Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community (Paul H. Brookes Publishing Co., 2003) and the coeditor of The Promise of Pre-K (Paul H. Brookes Publishing Co., 2009) and Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States (Paul H. Brookes Publishing Co., 2011).

Dr. Michael López is Executive Director of the National Center for Latino Child & Family Research, which is dedicated to research on issues relevant to practices and policies affecting the lives of Latino children and families. Previously, Dr. López directed the Child Outcomes Research and Evaluation team in the Administration for Children and Families, where he managed a number of largescale national, Head Start research studies, including the Head Start Family and Child Experiences Survey; the Head Start Transition Evaluation; and the National Head Start Impact Study, a nationally representative, randomized study examining the impact of Head Start on children’s school readiness. Dr. López’s current work is focused on applied policy research and programmatic activities on such topics as early childhood care and education; language and literacy development; bilingual education; early childhood prevention and intervention programs; and young children’s mental health, with an emphasis on at-risk, low-income, and/or culturally and linguistically diverse populations.

Dr. Susan Landry, a nationally recognized expert in early childhood education, is the founder and director of the Children’s Learning Institute. Dr. Landry’s research into environme

Read More Show Less

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

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)