It is well known that the number of non-English speakers is on the
rise in the United States. What is less well known is that the
largest proportion of this population is children under the age of
5. These young English language learners (ELLs) often demonstrate
achievement gaps in basic math and reading skills when they start
school. How best to educate this important and growing preschool
population is a pressing concern for policymakers and
practitioners. The chapters in this important book provide
up-to-date syntheses of the research base for young ELLs on
critical topics such as demographics, development of bilingualism,
cognitive and neurological benefits of bilingualism, and family
relationships, as well as classroom, assessment, and
teacher-preparation practices. Each chapter reviews the research
and answers the following questions: What does the research clearly
indicate for policy and practice? How solid is this database and
what findings are emerging? What should the research agenda be for
young ELLs?
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