Dual language learners in the early childhood classroom /
Dual language learners in the early childhood classroom /
edited by Carollee Howes, Jason T. Downer, and Robert C. Pianta.
- Baltimore, Md. : Paul H. Brookes Pub. Co., c2011.
- xvi, 280 p. : ill. ; 23 cm.
- National Center for Research on Early Childhood Education series .
- National Center for Research on Early Childhood Education series. .
Includes bibliographical references and index.
Describing the classroom experiences of dual language learners -- Experiences of low-income dual language learning preschoolers in diverse early learning settings -- The importance of sensitive measurement tools for understanding what instructional practices promote school readiness for dual language learners -- Preschool classroom experiences of dual language learners : summary of findings from publicly funded programs in 11 states -- The role of teacher-child relationships in Spanish-speaking dual language learners' language and literacy development in the early years -- Describing the language and literacy practices in classrooms with dual language learners -- The language interaction snapshot (LISn) : a new observational measure for assessing language interactions in linguistically diverse early childhood programs -- Using the observation measures of language and literacy instruction (OMLIT) to characterize early literacy classrooms -- focus on dual language learners -- The classroom assessment of supports for emergent bilingual acquisition : psychometric properties and key initial findings from New Jersey's Abbott preschool program.
9781598571820 1598571826
2010054614
Bilingualism in children--United States.
Language acquisition.
Early childhood education--United States.
P115.2 / .H68 2011
372.651 HOW
Includes bibliographical references and index.
Describing the classroom experiences of dual language learners -- Experiences of low-income dual language learning preschoolers in diverse early learning settings -- The importance of sensitive measurement tools for understanding what instructional practices promote school readiness for dual language learners -- Preschool classroom experiences of dual language learners : summary of findings from publicly funded programs in 11 states -- The role of teacher-child relationships in Spanish-speaking dual language learners' language and literacy development in the early years -- Describing the language and literacy practices in classrooms with dual language learners -- The language interaction snapshot (LISn) : a new observational measure for assessing language interactions in linguistically diverse early childhood programs -- Using the observation measures of language and literacy instruction (OMLIT) to characterize early literacy classrooms -- focus on dual language learners -- The classroom assessment of supports for emergent bilingual acquisition : psychometric properties and key initial findings from New Jersey's Abbott preschool program.
9781598571820 1598571826
2010054614
Bilingualism in children--United States.
Language acquisition.
Early childhood education--United States.
P115.2 / .H68 2011
372.651 HOW