Young English Language Learners: Current Research and Emerging Directions for Practice and Policy (Early Childhood Education) (Early Childhood Education Series)

. Ed(s): Garcia, Eugene E.; Frede, Ellen C.

ISBN 10: 0807751111 / ISBN 13: 9780807751114

Published by Teachers College Press, 2010

About this Item

Provides up-to-date syntheses of the research base for young English language learners on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Editor(s): Garcia, Eugene E.; Frede, Ellen C. Series: Early Childhood Education Series. Num Pages: 224 pages, black & white tables, figures. BIC Classification: JNSV; JNU. Category: (G) General (US: Trade); (P) Professional & Vocational. Dimension: 226 x 157 x 15. Weight in Grams: 322. . 2010. Illustrated. paperback. . . . .

Seller Inventory # V9780807751114

Bibliographic Details

• Title: Young English Language Learners: Current Research and Emerging Directions for Practice and Policy (Early Childhood Education) (Early Childhood Education Series)
• Publisher: Teachers College Press
• Publication Date: 2010
• Language: English
• ISBN 10: 0807751111
• ISBN 13: 9780807751114
• Binding: Soft cover
• Condition: New

About this title

Synopsis

It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Each chapter reviews the research and answers the following questions:

• What does the research clearly indicate for policy and practice?
• How solid is this database and what findings are emerging?
• What should the research agenda be for young ELLs?

About the Author

Eugene E. García is Professor of Education and Vice President for Education Partnerships at Arizona State University. Ellen C. Frede is Co-Director of the National Institute for Early Education Research at the Graduate School of Education, Rutgers, The State University of New Jersey.