Supporting Positive Language and Literacy Development in Young Language Minority Children: Research, Policy, and Practice
Meeting Materials
Day 1
Norma Garza, US Department of Education
Good Start, Grow Smart- Early Childhood Education English Language Learners Federal Interagency Initiative OverviewHandout 1: National Literacy Panel on Language-Minority Children and Youth (LMP) and National Early Literacy Panel (NELP) Summary of English Language Learner Studies, Birth to Age 5 including Kindergarten
Handout 2: Summary of English Language Learner Studies
Don Hernandez, University of Albany State University of New York
Young English Language Learners: A Demographic PortraitHandout 1: Demographic Census Tables
Handout 2: Census Variables Available for Young English Language Learners
Bilingual Development from 0 to 5 years of age
Barbara Pearson, University of Massachusetts, Amherst
Bilingual Language Development in Spanish-background children, 0 - 3 yearsCarol Scheffner Hammer, Pennsylvania State
The Language and Literacy Development of Bilingual, Spanish-Speaking PreschoolersGisela Jia, Lehman College
Bilingual Language and Literacy Development among Asian Language Minority ChildrenKathryn Kohnert, University of Minnesota
Primary Developmental Language Disorders in Young Bilingual Children
The Role of Culture and Family in Children's Early Language and Literacy Development
Marjorie Faulstich Orellana, University of California, Los Angeles
Beyond Cultural Mismatch: Leveraging Home Language Practices for School SuccessSylvia Sanchez, George Mason University
Family Engagement in Early Childhood SettingsMary Eunice Romero-Little, Arizona State University
Indigenous Language, Literacy and Identity: Addressing Challenges and Maximizing Opportunities for Academic Achievement
Day 2
Effective Programs for Language Minority Children
Dina Castro, University of North Carolina, Chapel Hill
A Review of Evidence-Based Instructional Practices for Language Minority ChildrenMichelle Kuamoo, National Child Care and Technical Assistance Center
Culturally Responsive Teaching: An Examination of Program ModelsPilar Torres, Centro Familia
Supporting Implementation of Classroom Practices: The Divide between Policy and Practice
Measurement and Assessment with Language Minority Children
Susan Burns, George-Mason University
Thoughtful InterpretationsLinda Espinosa, University of Missouri-Columbia
Assessing Young English Language Learners across Purposes and Domains: Promises and PitfallsMike Lopez, National Center for Latino Child & Family Research
The Psychometric Maze - Making Sense of the Technical Characteristics of Currently Available Assessments for Dual Language LearnersJennifer Brooks, Office of Planning, Research and Evaluation
Improving Methods for Studying Language Minorities in National Studies
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