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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
Resource Type:
Reports & Papers
United States

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