Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners

Autor/inn/en	Gutierrez, Kris D.; Zepeda, Marlene; Castro, Dina C.
Titel	Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners
Quelle	In: Educational Researcher, 39 (2010) 4, S.334-339 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X10369831
Schlagwörter	Emergent Literacy; Research Reports; Educational Research; Second Language Learning; English (Second Language); Educational Policy; Educational Practices; Barriers; Early Childhood Education + Suchen Sie Ihr Suchwort? Frühleseunterricht; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Bildungspraxis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners (DLLs).They examine the relevance of the report for DLLs, particularly the practice in this and other national synthesis reports of extrapolating implications for the education of young DLLs based on a broader population of children. The article addresses the existing gaps in knowledge about literacy practices--knowledge that is central to the development of sound and appropriate educational policies and practices that support DLLs' full development as language and literacy learners. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10