Paths to Literacy

for students who are blind or visually impaired

Dual Language Learners in the Early Years: Getting Ready to Succeed in School

Dual Language Learners in the Early Years: Getting Ready to Succeed in School
Ballantyne, K.G., Sanderman, A.R. & McLaughlin, N. (2008). Washington, DC: National Clearinghouse for English Language Acquisition.
51 pages

This report focuses on ways in which communities and educators can create conditions from which young children emerge ready to learn. The focus is primarily on prekindergarteners and kindergarteners—that is, 3–6 year old children. 

Table of Contents

  • Summary
  • Introduction
    • Who Are Dual Language Learners?
    • The Structure of this Report
  • Data Sources and Gaps
    • Population
      • Background: Current Data Collection Efforts by States
    • Other Demographic Data
    • School Performance
  • Getting Ready for Kindergarten: Four Conditions which Result in Ready Children
    • Ready Communities
    • Ready Families
    • Ready Services
    • Ready Schools
  • Getting Ready for First Grade: Ready Children
    • Social, Emotional and Cognitive Factors
    • Communicative Skills
      • Oral Language Proficiency
      • Vocabulary
      • Preliteracy Skills
  • Assessing Language Factors that Predict Academic Success for DLLs
    • Goals of Assessment
      • English Language Proficiency Classification
      • Formative Assessments
      • Screening for Language Learning Disabilities
    • Potential Challenges in Assessing DLLs 
    • Research-Based Recommendations for Assessment 
    • Interpreting Diverse Results from Multiple Measures
  • Conclusion
  • References
  • Appendix: Examples of English Language Development Standards in the PreKindergarten Year

 

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Posted on February 26, 2012
Updated on: November 28, 2018