Literaturnachweis - Detailanzeige
Autor/inn/en | Ackerman, Debra J.; Tazi, Zoila |
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Titel | Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. Policy Information Report. ETS RR-15-01 |
Quelle | In: ETS Research Report Series, (2015), (41 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2330-8516 |
Schlagwörter | Hispanic American Students; Bilingual Education; School Readiness; Oral Language; English (Second Language); Second Language Learning; Academic Achievement; Language Proficiency; At Risk Students; Preschool Education; Elementary School Students; Teaching Methods; Educational Strategies; Family Income; Parent Background; Educational Background; Spanish; Educational Legislation; Standards; Language of Instruction; Parent Participation; Literacy; Teacher Qualifications; Validity; Reliability Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Readiness for school; School ability; Schulreife; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Language skill; Language skills; Sprachkompetenz; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Familieneinkommen; Elternhaus; Vorbildung; Spanisch; Bildungsrecht; Schulgesetz; Standard; Teaching language; Unterrichtssprache; Elternmitwirkung; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrqualifikation; Gültigkeit; Reliabilität |
Abstract | Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies. (As Provided). |
Anmerkungen | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |