Young English language learners: current research and emerging directions for practice and policy
It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Each chapter reviews the research and answers the following questions:What does the research clearly indicate for policy and practice?; How solid is this database and what findings are emerging?; What should the research agenda be for young ELLs?
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A Demographic Portrait
English Language Leamers Math and Reading
Dual Language Development in Preschool Children
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5th grade ability academic achievement gaps American Asian assessment beneﬁts Bialystok bilingual acquisition bilingual children brain Cambodia chapter chil Child Development children in immigrant children's learning classroom cognitive differences difﬁculties dual language dual language learners Early Childhood Education early childhood teachers early education early literacy Educational Research effects ELL children ELL students English language learners English LEP Parents Espinosa ﬁndings ﬁrst language ﬂuency Fluent Parents LEP Garcia Genesee groups guage Hmong home language immigrant families inﬂuence instruction interactions Iournal kindergarten language acquisition language and literacy language development language proﬁciency language-minority students Latino leamers leaming limited English proﬁcient Literacy Panel math measures minority monolingual morpho-syntactic NAEYC National native neuroimaging Nicoladis oral phonological phonological awareness pre-K Quintile reading achievement scores second language second language acquisition Spanish speak speciﬁc standard studies teaching tion vocabulary young children young ELL children young English language