Bibliographic Details
| Title: |
Dual Language Learners and Four Areas of Early Childhood Learning and Development: What Do We Know and What Do We Need to Learn? |
| Language: |
English |
| Authors: |
Banse, Holland W. (ORCID 0000-0002-2563-1656) |
| Source: |
Early Child Development and Care. 2021 191(9):1347-1360. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles
Reports - Research |
| Education Level: |
Early Childhood Education |
| Descriptors: |
Bilingual Students, Early Childhood Education, Second Language Learning, Literacy Education, Social Emotional Learning, Science Instruction, Mathematics Instruction, English Language Learners, Spanish Speaking, Language Proficiency, Language Usage |
| DOI: |
10.1080/03004430.2019.1658086 |
| ISSN: |
0300-4430 |
| Abstract: |
Dual language learners are a steadily growing student population in several countries, including the United States -- and especially in early childhood. Consequently, any efforts to develop strong early childhood programming must include practices which support multiple areas of DLLs' development. From a domain-specific lens, I synthesize the empirical literature on instructional practices for supporting young DLLs' learning and development in four areas: language and literacy, social-emotional, science, and mathematics. Through this synthesis, I identify practices such as drawing upon DLLs' home languages during language and literacy instruction. I also offer ideas for next steps in the research, including developing lines of research for supporting DLLs' learning in math and science. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1305031 |
| Database: |
ERIC |
