Dual Language Learners in the Early Childhood Classroom / Edition 1

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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.

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Editorial Reviews

FPG Child Development Institute, University of North Carolina at Chapel Hill - 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
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Product Details

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

Meet the Author

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).

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.

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.

Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development.

Dr. Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project.

He is the author of more than 250 journal articles, chapters, and books in the areas of early childhood education, teacher performance assessment, professional development, and teacher–child relationships, and he consults regularly with federal agencies, foundations and universities.

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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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