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Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition
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In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014)
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Numerical Cognition in Bilingual Preschoolers
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In: Goldman, Meghan C.(2014). Numerical Cognition in Bilingual Preschoolers. UC Irvine: Psychology. Retrieved from: http://www.escholarship.org/uc/item/8pq313xp (2014)
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Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School
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In: Peer, Karisa Jessica. (2014). Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/414025ph (2014)
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The relationship between Latino preschoolers' book access and their conceptualizations of reading ...
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The impact of access to books: Developing partnerships with Latino immigrant families through a preschool literacy program in an urban community ...
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Writing development of Korean heritage children ...
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Kwak, Jinjoo. - : University of Southern California Digital Library (USC.DL), 2014
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| 8 |
Does Employing the Wilsons Fundations Program Impact the Reading Growth of First Grade Students?
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398712529 (2014)
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The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562 (2014)
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| 10 |
Sprachförderung zur Prävention von Bildungsmisserfolg
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014)
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| 11 |
The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading
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Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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| 12 |
Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts
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In: Australian Journal of Teacher Education (2014)
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| 13 |
Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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| 14 |
Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists
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In: Dissertations and Theses (2014)
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| 15 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 16 |
Vocabulary growth using nonfiction literature and dialogic discussions in preschool classrooms
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| 17 |
Literacy Instruction in Three Preschool Programs: A Multiple Case Study
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Dual language learners in head start: Examining teaching strategies that promote English language development
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Abstract:
There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners. This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations. Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers. Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds.
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Keyword:
English as a Second Language|Early childhood education|Teacher education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3645918
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| 19 |
The role of music in language learning processes in a Mandarin immersion preschool
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| 20 |
Thematic Key Words for Special Needs and Inclusive Education ...
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