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Peer Reviewed Journal
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topic:dual-language;
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Pub Year:2012 [remove];
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Starting early with English language learners: First lessons from Illinois An exploration of regulations in Illinois to expand services for English language learners into state-funded prekindergarten programs |
Other
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
Reports & Papers
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Examining the use of language and literacy assessments with young dual language learners: Final report A review of the procedures used to assess the language and literacy development of young dual language learners, and an examination of the reliability and validity of the assessments, based on 79 studies from Canada and the United States |
Literature Review
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Developmental assessment of young dual language learners with a focus on kindergarten entry assessment: Implications for state policies A discussion of considerations for the selection and use of state kindergarten entry assessments with the dual language learner population |
Other
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Who will teach our children?: Building a qualified early childhood workforce to teach English-language learners A study of the education, certifications, and professional development interests of teachers in state-funded early childhood programs in Illinois with regards to increasing demands and mandates for the provision of services to English language learners, based on survey responses from 307 program staff members |
Reports & Papers
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Exploration of how Spanish and English noneliciting questions affect the novel vocabulary acquisition of Hispanic dual language learners enrolled in Head Start A study of the extent to which both Spanish and English non-eliciting questions and noneliciting labels differentially impact upon novel vocabulary acquisition of dual language learning children, based on data from 54 children enrolled in dual language-learning, English-Spanish, Head Start classrooms |
Reports & Papers
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Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states |
Reports & Papers
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Starting early with English language learners: First lessons from Illinois [Executive summary] A summary of an exploration of regulations in Illinois to expand services for English language learners into state-funded prekindergarten programs |
Executive Summary
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Chinese immigrant families and bilingualism among young children A study of the relationship between both English and Mandarin language comprehension and gender, birth order, maternal language level, age of child, age of enrollment in English-speaking educational facilities, and languages used by parents in story reading, based on data from 35 4- to 8-year-olds in two-parent Chinese immigrant families, living in two midsize American cities, who attended English-speaking facilities for over 30 months |
Reports & Papers
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Preparing young Latino children for school success: Best practices in assessments A discussion of the role of early childhood assessment in supporting the school readiness of young Hispanic English language learners, with the example of the Latin American Montessori Bilingual Public Charter School, an early childhood program employing best early childhood assessment practices |
Fact Sheets & Briefs
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Assessment tools for language and literacy development of young dual language learners (DLLs) A summary of a review of the reliability and validity of measures used to assess the language and literacy development of young dual language learners, based on 7 large-scale government studies and 30 research studies from Canada and the United States |
Fact Sheets & Briefs
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New Americans: The Child Care Choices of Parents of English Language Learners Immigration to this country has increased significantly in recent years. While Mexican immigrants are the largest population of immigrants in the United States (39%), the rest of the population is widely varied, with no one nation accounting for more than 3% of all immigrants. Despite the significant benefits quality Early Childhood Education (ECE) programs offer to immigrant children, their rates of enrollment are significantly lower than for comparable children of U.S. born parents. In order to better address the needs of these new American families, providers and state policymakers need more in-depth knowledge about the perceptions of these families and the factors that influence their choice of care. This study is an in-depth, exploratory study in two cities which reflect the diversity of experience with immigration across the country: Denver, Colorado, where the focus is on Mexican immigrants and Portland, Maine, where the focus is on three of the many refugee populations which have newly settled here. The contrasts, not only in the immigrant populations themselves, but also in the political and historical contexts of the communities in which they live, will offer an opportunity to enrich the field of research on child care choices for this vulnerable population of children and families. The overarching research question for this study is: What factors influence the child care choices of low income immigrant and refugee families of English Language Learners? The mixed methods employed, and the diversity of data sources used, including parents, community leaders, service agency staff, and ECE providers, permits contrasting what immigrant parents express about their needs and preferences for care with providers' understanding and insights about those perceptions and needs. Surveys were administered to child care providers to assess their experiences and challenges with new American families, accomodations made for families, communication with families and level of parent involvement. A brief survey was also given to child care providers to assess training needs on immigrant and refugee issues in childcare and beliefs about English language acquisition. A survey was also administered to K-2 teachers to obtain their perceptions about the impact of attendance in early care and education programs on the school readiness of children from these populations. These findings are useful to those who design and implement ECE programs and policies affecting this population, and for those working directly with these families and children. |
Data Sets
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Preparing young Latino children for school success: Best practices in professional development A discussion of the role of early childhood professional development in supporting the school readiness of young Latino children and English language learners, with the example of Youth Development, Inc., an early childhood program employing best professional development practices |
Fact Sheets & Briefs
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Preparing young Latino children for school success: Best practices in language instruction A discussion of the role of language instruction in supporting the school readiness of young Latino children, particularly English language learners, with the example of the East Coast Migrant and Seasonal Head Start Program, Okeechobee 2 Center, an early childhood program employing best language instruction practices |
Fact Sheets & Briefs
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Language, culture, and early education in the United States An overview of programs and best practices that have been shown to enhance overall development and early academic achievement of dual language cultural learner (DLCL) children and families in the United States who reside in a family culture in which a language other than English serves as the major mode of communication, including issues related to instruction, programs, teachers, and family engagement |
Other
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Assessing Spanish-English bilingual preschoolers: A guide to best approaches and measures A guide to early childhood bilingual assessment and a review of 37 developmental assessments available in English and Spanish |
Other
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A pilot study of a pictorial bilingual nutrition education game to improve the consumption of healthful foods in a Head Start population A comparison of the frequency of water, soda, milk, fruits, and vegetables offered to children in the home both at the beginning and at the end of the school year by parents after the introduction of a bilingual nutrition game to parents at school start and its regular use in Head Start centers over the course of the year, based on data from 413 parents of Head Start children at the Bastrop County Head Start in Texas |
Reports & Papers
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The Common Core Standards: What do they mean for out-of-school time? A discussion of the implications for the out-of-school time field of the Common Core Standards, which represent competencies elementary and secondary school students should achieve in each grade in math and English language arts |
Fact Sheets & Briefs
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Study of early education in Texas: The relationship of pre-k attendance to 3rd grade test results A study of the relationship of school-based prekindergarten attendance to third grade academic performance in Texas, based on test scores from more than 200,000 students enrolled in kindergarten in the 2000 school year who were also enrolled in third grade in either the 2003 or 2004 school years |
Reports & Papers
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State child care policies for limited English proficient families An overview of planned state child care-related support activities that pertain to limited English proficient families and child care providers |
Fact Sheets & Briefs
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Louisiana Department of Education: After-school programs: Evaluation report: School year 2011 A study of the characteristics of publicly-funded after school programs in Louisiana and their participants; a comparison of improvements in the math and English language arts outcomes of participants and matched nonparticipants; and an examination of stakeholder satisfaction with the program, based on analyses of student, school, and after school program administrative data, and on surveys from 6,182 stakeholders |
Reports & Papers
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Predicting acceptance of diversity in pre-kindergarten classrooms A study of the relationships between diversity-promoting practices in prekindergarten classrooms and classroom composition, process quality, and teacher characteristics, based on data from 692 publicly-supported prekindergarten classrooms across 11 states, from both the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
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Academic performance of language-minority students and all-day kindergarten: A longitudinal study A study of the longitudinal mathematics and reading growth patterns of students from linguistically and economically disadvantaged backgrounds from kindergarten entry through fifth grade, an examination of the relationship between participation in of all-day or half-day kindergarten on that growth, and an examination of these relationships for those students from the two lowest socioeconomic (SES) quintiles, based on data from 11,776 students in the Early Childhood Longitudinal Study, Kindergarten (ECLS-K) |
Reports & Papers
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Young children's early experiences: Examining differences on Long Island An examination of the availability of, access to, and quality of child care and early education services in 8 communities on Long Island, New York, based on a service provision scan, which includes observations, interviews, site visits, and document reviews, and on observations of 27 child care and early education providers |
Reports & Papers
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