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Produced by Research Connections
Peer Reviewed Journal
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topic:dual-language;
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Pub Year:2011 [remove];
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Considerations for future research with young dual language learners A summary of a meeting convened to identify gaps in knowledge and methodological challenges in conducting research with young dual language learners |
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Assessing preschool dual language learners: Traveling a multiforked road A discussion of linguistic, cultural, and contextual challenges to the accurate assessment of preschool dual language learners, the need for valid and reliable measures for both monolingual and bilingual children, and the need for norming samples representative of the diversity of the early childhood population in the United States |
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Language and literacy development in dual language learners: A critical review of the research A review of research on the language and literacy development of dual language learners from birth through age 5, based on an examination of 139 peer-reviewed studies published from 2000 through 2010 |
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Issues in conducting research with dual language learners: Summary from listening sessions An overview of challenges to conducting research on young dual language learners' development and learning |
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Social-emotional development of dual language learners: A critical review of the research A review of research on the socioemotional development of dual language learners from birth through age 5, based on an examination of 13 peer-reviewed studies published from 2000 through 2010 |
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Meeting the early learning challenge: Supporting English language learners A discussion of young English language learners (ELLs) and strategies and policies to support high-quality early education for ELLs |
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Evaluating early care and education practices for dual language learners: A critical review of the research A review of research on the contribution of early care and education to the development and learning of dual language learners from birth through age 5, based on an examination of 24 peer-reviewed studies published from 2000 through 2010 |
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Language and literacy development in dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of peer-reviewed studies published from 2000 through 2010 on the language and literacy development of dual language learners from birth through age 5 |
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Early care and education quality measures: A critical review of the research related to dual language learners A review of research on the use of quality measures in center- and home-based early care and education settings for children from birth through age 5, with a focus on dual language learners, based on an examination of 9 peer-reviewed studies published from 2000 through 2010 |
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Evaluating early care and education practices for dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of 24 peer-reviewed studies published from 2000 through 2010 on the contribution of early care and education to the development and learning of dual language learners from birth through age 5 |
Bibliographies
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Defining and measuring quality in early childhood practices that promote dual language learners' development and learning A discussion of elements of high quality early childhood education and care programs for dual language learners (DLLs), and an exploration of available quality measurement tools for the assessment of programs and practices to promote learning of DLLs |
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Social-emotional development in dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of 13 peer-reviewed studies published from 2000 through 2010 on the socioemotional development of dual language learners from birth through age 5 |
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High quality early education for young dual language learners: What can be done? An overview of the characteristics and development of young dual language learners, with a discussion of early learning standards and educational practices to support them |
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A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners A comparison between dual language and monolingual English learners' knowledge of vocabulary and level of general vocabulary knowledge, based on data from 238 children in preschools in a metropolitan area of the northeastern United States |
Reports & Papers
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Effectively educating prek-3rd English language learners (ELLs) in Montgomery County Public Schools: A FCD case study A discussion of lessons for improving English language learner student achievement based on efforts to coordinate and integrate early and elementary education in Montgomery County Public Schools, Maryland |
Other
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Unique effects of a family literacy program on the early reading development of English language learners A study of the impact of the Family Literacy lunch time intervention on the early English reading development of speakers of English as a first language and English language learners, based on a linguistically and culturally diverse sample of 132 kindergarten children and their parents in Canada |
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English language learners: Becoming fluent in afterschool A discussion of the role that after school programs can play in supporting the language and academic skills of English language learners |
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The effect of afterschool program participation on English language acquisition An analysis of predictors of after school program participation and a second study of the relationship between after school program participation and the English language development of English language learners, based on data from first through seventh graders in one elementary school district and a large after school program provider in Redwood City, California |
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Prek-3rd: Raising the educational performance of English language learners (ELLs) A discussion of the role that coordinated and integrated prekindergarten through third grade systems can play in meeting the educational needs of English language learners |
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A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children A profile of cognitive, psychosocial, and cultural-linguistic characteristics to create profiles of 207 Hispanic American children in Central New Jersey, an investigation of the correlation between children's social competence profiles and both later academic achievement and English language proficiency |
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Early care and education quality measures used with dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of 9 peer-reviewed studies published from 2000 through 2010 on the use of quality measures in center- and home-based early care and education settings for children from birth through age 5, with a focus on dual language learners |
Bibliographies
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New Americans: Child care decision-making of refugee and immigrant parents of English language learners Findings from two case studies of refugee and immigrant families' child care beliefs, experiences, and decisions, based on focus groups of Cambodian, Somali, and Sudanese refugee parents in Portland, Maine, and Mexican immigrant parents in Denver, Colorado, as well as interviews and surveys from early care providers and K-2 teachers in both locations |
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Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey A study of differences in the kindergarten through fifth grade mathematics achievement trajectories of children from English and non-English speaking households and children from different socioeconomic backgrounds, based on a secondary analysis of a set of longitudinal data collected from thousands of children |
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Does teacher educational training help the early math skills of English language learners in Head Start? A study of the relationship between the early math skills of immigrant preschoolers and teacher educational levels, certification, and professional training, based on data from a nationally representative dataset |
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Predicting ELL students' beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills A study of the relationships between both English letter naming fluency and initial sound fluency at kindergarten entry and both first grade English vocabulary skills and oral reading fluency, based on data from 2,481 English language learners in 291 Florida Reading First schools from the 2004-2005 school year |
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