Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. Policy Information Report. ETS RR-15-01

Autor/inn/en	Ackerman, Debra J.; Tazi, Zoila
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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