Encouraging the Development and Achievement of Dual Language Learners in Early Childhood

Autor/in	Espinosa, Linda M.
Titel	Encouraging the Development and Achievement of Dual Language Learners in Early Childhood
Quelle	In: American Educator, 42 (2018) 3, S.10-11 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Academic Achievement; Early Childhood Education; Bilingual Students; English (Second Language); Second Language Learning; Bilingualism; Preschool Teachers; Preschool Children; Teaching Methods; California + Suchen Sie Ihr Suchwort? Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	As the population of children from birth to age 5 growing up with one or more languages other than English in the home continues to grow, and as many of these children participate in early care and education (ECE) programs, teachers and support staff will need to be prepared to work with dual language learners (DLLs) and their families. Most, if not all ECE educators, will need to understand the process of second language acquisition during these early years as well as the teaching competencies and effective practices that support the healthy development, learning, and achievement of DLLs. In this article, the author summarizes the findings of DLL research in the ECE field. (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01