Young English Language Learners: Current Research and Emerging Directions for Practice and Policy. Early Childhood Education Series

Sonst. Personen	Garcia, Eugene E. (Hrsg.); Frede, Ellen C. (Hrsg.)
Titel	Young English Language Learners: Current Research and Emerging Directions for Practice and Policy. Early Childhood Education Series
Quelle	(2010), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-5112-X
Schlagwörter	Early Childhood Education; Second Language Learning; Family Relationship; Reading Skills; Non English Speaking; English (Second Language); Bilingualism; Educational Research; Synthesis; Preschool Children; Achievement Gap; Educational Policy; Second Language Instruction; Research Needs; Educational Trends + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Bildungsforschung; Pädagogische Forschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Fremdsprachenunterricht; Forschungsbedarf; Bildungsentwicklung
Abstract	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: (1) What does the research clearly indicate for policy and practice?; (2) How solid is this database and what findings are emerging?; and (3) What should the research agenda be for young ELLs? (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10