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ERIC Number: ED542431
Record Type: Non-Journal
Publication Date: 2010-Nov
Pages: 2
Abstractor: ERIC
Reference Count: 0
Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners. FPG Snapshot #62
FPG Child Development Institute
Early childhood is a critical time in the development of all children, but Latino children may also face the added challenge of developing language and literacy skills in an entirely new language. To complicate matters, many early childhood teachers are generally unprepared to effectively educate children who are dual language learners (DLLs). The Nuestros Ninos Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The researchers sought to answer an important question within the early childhood field: Are specific teaching practices learned through professional development programs effective for promoting language and literacy among DLLs? The findings suggest that initial attempts to design a professional development intervention produced better overall outcomes for the teachers, but more time and research may be needed to generate improvements in outcomes for DLLs.
FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of North Carolina at Chapel Hill, FPG Child Development Institute