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Pursuing an interest that developed while teaching bilingual students in the Cambridge Public Schools, Dr. Tabors entered the doctoral program at the Graduate School of Education at Harvard University in 1981 to study first- and second-language acquisition. Her qualifying paper and dissertation research, based on 2 years of ethnographic investigation in a nursery school classroom, resulted in the delineation of the developmental pathway for young children learning English as a second language. In 1989, she used this information in planning a trilingual preschool/primary school for the University of Massachusetts, Lowell. In 1995, Dr. Tabors became coordinator of the Harvard Language Diversity Project, a research activity of the New England Quality Research Center on Head Start.
While writing One Child, Two Languages, Dr. Tabors was able to visit preschool classrooms, interview teachers, and hold workshops related to the topic of young children learning English as a second language. Recognizing the importance of a continuing dialogue on this topic, she has established an e-mail account (patton@onechild.
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