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Promoting language and literacy in young dual language learners: Research, practice, and policy

Date Added to Library: 
Tuesday, October 30, 2018 - 11:15
Digital Object Identifier (DOI): 
10.1111/j.1750-8606.2010.00142.x
Priority: 
normal
Individual Author: 
Castro, Dina C.
Páez, Mariela M.
Dickinson, David K.
Frede, Ellen
Reference Type: 
Research Methodology: 
Published Date: 
02/11/2011
Published Date (Date): 
Friday, February 11, 2011
Publication: 
Child Development Perspectives
Volume: 
5
Issue Number: 
1
Page Range: 
15-21
Year: 
2011
Language(s): 
Abstract: 

Research evidence supports the importance of a high-quality early education to foster young children's school readiness and success. In particular, programs that focus on eliminating the readiness gap for young minority children, including dual language learners (DLLs), have increased in importance given the current demographic shifts in the United States and the need to promote learning in the early years. This article discusses current knowledge about effective instructional strategies for promoting language and literacy development among young DLLs. It presents a brief summary of research on the relationship between oral language and literacy development, reviews instructional practices and language of instruction approaches, and concludes with recommendations for policy and future research. (Author abstract)

Geographic Focus: 
Page Count: 
7
Topical Area: 
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