11/30/2011
The school readiness of young dual language learners depends on high-quality preschool programs that meet their needs. Yet, little evidence exists regarding how schools should promote and measure the progress of children learning two languages.
This topic is explored for the first time in the book Dual Language Learners in the Early Childhood Classroom (Brookes). The volume is edited by Jason T. Downer , research associate professor in the University of Virginia’s Center for Advanced Study of Teaching and Learning and Robert C. Pianta, director of the center and dean of the Curry School of Education, along with Carollee Howes, director of the Center for Improving Child Care Quality at UCLA.
The book brings together 25 early education experts, who describe their classroom investigations of this rapidly growing population of children and identify policy implications based on their findings.
Dual Language Learners is the third book in a five-book series sponsored by the National Center for Research on Early Childhood Education and edited by Pianta and Howes. The series is designed to stimulate critical thinking around key topics in early education and analyze policy, practice, and future research aims. Previous books in the series include
The Promise of Pre-K (Pianta & Howes, 2009) and
Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States (Howes & Pianta, 2011)
