The Essentials: Dual Language Learners in Diverse Environments in Preschool and Kindergarten - Softcover

Alans, Iliana; Arregun-Anderson, Mara G.; Salinas-Gonzlez, Irasema

Softcover

ISBN 10: 1938113810 ISBN 13: 9781938113819

Verlag: National Association for the Education of Young Children, 2021

Inhaltsangabe

This book is for early childhood educators who work or will work with the growing number of dual language learners, within the age range of three to five in family home centers, private preschool centers, Head Start classrooms, or state funded preschool and kindergarten programs. General education teachers, bilingual teachers, English as a second language teachers, and special education specialists will find the information useful. Instructional leaders, such as program directors and administrators, who work with children in preschool and kindergarten, will also find the information beneficial as they develop partnerships with families and colleagues.

This book answers the question what do early childhood educators need to understand to better address the linguistic, cognitive, and socio-emotional needs of all DLLs in their classrooms? The majority of the teachers in dual language programs with Spanish and English-dominant speakers learn academic content in two languages. It is through this lens that the authors have approached the writing of this text. There are however, over 350 languages spoken within the U.S (U.S. Census, 2015). This means emergent bilingual children come from a variety of cultural and linguistic backgrounds. While teachers cannot be expected to teach in all languages, the basic principles of this book help teachers gain a richer understanding of the interdependent relationship among culture, language, and learning. With this understanding, teachers can implement intentional practices that nurture children’s bilingual identities and augment their growth in all developmental domains through the concepts and strategies presented in this text.

Über diesen Titel

Über die Autorin bzw. den Autor

Iliana Alanís, PhD, a native of South Texas, is a professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas–San Antonio. She taught children in bilingual first- and second-grade classrooms while earning a master’s degree in curriculum and instruction with a concentration in bilingual education from the University of Texas–Pan American.

María G. Arreguín, EdD, is an associate professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas–San Antonio. She earned her doctoral degree in Bilingual Education at the Texas A&M University–Kingsville. Her research on dual language education, early childhood education, dyad learning and dialogue, and critical science pedagogy illuminates the intricacies of cultural and linguistic factors that influence minority children’s access to education in early childhood and elementary bilingual settings.

Irasema Salinas-González, EdD, is an associate professor and coordinator of the early care and early childhood studies program at the University of Texas–Rio Grande Valley (UTRGV). During her 29 years in the bilingual and early childhood education fields, she has been a preschool and kindergarten teacher and reading specialist, and has worked with preservice and in-service teachers. She received her MEd in Early Childhood Education from the University of Texas–Pan American and her EdD in Bilingual Education from Texas A&M University–Kingsville. Her work focuses on language and literacy development of young dual language learners through play, the development of cognitive skills of dual language learners through play-based learning, and creating engaging classroom environments for young dual language learners.

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Gain a Richer Understanding of the Interdependent Relationship Among Culture, Language, and Learning

Learn how to implement intentional practices that nurture children’s bilingual identities and augment their growth in all developmental domains. Educators working with children ages 3 through 6 can apply the concepts and strategies explored in this valuable resource in a variety of early childhood settings and contexts.

Using current and foundational research, this book provides developmentally and linguistically appropriate guidance for intentional and purposeful practices with children, their families, and other members of the school community.

In each chapter, you’ll find

• Discussion of a key concept from a developmental and asset-based perspective that focuses on the role of a child’s home language and their family in the educational process
• Examples of children’s and teachers’ experiences within an educational context
• Idea Boxes that provide practical ways for educators to apply their understanding in practice
• Definitions of key terms
• Answers to frequently asked questions
• Connections to NAEYC Early Learning Program Accreditation Standards
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For faculty! A sample syllabus and sample activities connected to each chapter can be found online at NAEYC.org/essentials-supporting-DLLs

Aus dem Klappentext

This book is for early childhood educators who work or will work with the growing number of dual language learners, within the age range of three to five in family home centers, private preschool centers, Head Start classrooms, or state funded preschool and kindergarten programs. General education teachers, bilingual teachers, English as a second language teachers, and special education specialists will find the information useful. Instructional leaders, such as program directors and administrators, who work with children in preschool and kindergarten, will also find the information beneficial as they develop partnerships with families and colleagues.

This book answers the question what do early childhood educators need to understand to better address the linguistic, cognitive, and socio-emotional needs of all DLLs in their classrooms? The majority of the teachers in dual language programs with Spanish and English-dominant speakers learn academic content in two languages. It is through this lens that the authors have approached the writing of this text. There are however, over 350 languages spoken within the U.S (U.S. Census, 2015). This means emergent bilingual children come from a variety of cultural and linguistic backgrounds. While teachers cannot be expected to teach in all languages, the basic principles of this book help teachers gain a richer understanding of the interdependent relationship among culture, language, and learning. With this understanding, teachers can implement intentional practices that nurture children s bilingual identities and augment their growth in all developmental domains through the concepts and strategies presented in this text.

Details zur Ausgabe

• Verlag: National Association for the Education of Young Children
• Erscheinungsdatum: 2021
• Sprache: Englisch
• ISBN 10: 1938113810
• ISBN 13: 9781938113819
• Einband: Tapa blanda
• Anzahl der Seiten: 104
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar