An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher–Child Relationship on Second Language Learning

This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for communicating with and teaching young English language learners. The teacher’s classroom practices to enhance her own relationship with the children promoted opportunities for the Latino children to become full participants in the classroom community. At the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning in young children. Implications for practice and research are discussed.     

The language and literacy development of young dual language learners: A critical review

The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000 and 2011 yielded 182 peer-reviewed articles.     

Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children During the COVID-19 Era

Early Childhood Education Journal - The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to...