ERIC Number: EJ1109677
Record Type: Journal
Publication Date: 2015-Jun
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2330-8516
EISSN: N/A
Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. Policy Information Report. ETS RR-15-01
Ackerman, Debra J.; Tazi, Zoila
ETS Research Report Series, Jun 2015
Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
Descriptors: Hispanic American Students, Bilingual Education, School Readiness, Oral Language, English (Second Language), Second Language Learning, Academic Achievement, Language Proficiency, At Risk Students, Preschool Education, Elementary School Students, Teaching Methods, Educational Strategies, Family Income, Parent Background, Educational Background, Spanish, Educational Legislation, Standards, Language of Instruction, Parent Participation, Literacy, Teacher Qualifications, Validity, Reliability
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A