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- W2991906804 abstract "Early education programs in the United States are experiencing an increase in the number of English learners and, consequently, an increase in dual-language programs that best serve the needs of these children (Collier & Thomas, 2009). Dual-language programs enable children to communicate orally and in written forms in both their native languages and in English (Gomez, 2000). These models, most often implemented in Spanish and English, provide extensive time for children to develop concepts in their first and second languages. The programs typically include students who are learning to speak at least one new language and learning academic content in a second language. Thus, it is important for teachers to use strategies that facilitate linguistic and academic development. Students in dual-language classrooms learn academic concepts by working together through cognitively challenging and interactive lessons or projects (Collier & Thomas, 2009). The goal in dual-language programs is for all children to become academically proficient in both languages. Children’s daily classroom experiences influence their development of bilingualism and biliteracy—and impact the way they feel about themselves as successful learners. Finding the best ways to promote the acquisition of linguistic and cognitive skills for bilingual learners however, continues to challenge early childhood bilingual and ESL teachers who may be unsure about the strategies for biliteracy development and second language learning through meaningful academic content. It is crucial for early childhood teachers to understand how to best meet the needs of bilingual learners in dual-language programs if they are to provide a strong academic foundation in two languages (Gutierrez, Zepeda, & Castro, 2010). This article describes one effective approach that can be implemented by teachers with a range of language skills. Teachers who speak one language, or teachers of children who speak a language unfamiliar to them, are urged to find multilingual family members or teacher assistants who can assist with implementing the communication strategies outlined here. All teachers are" @default.
- W2991906804 created "2019-12-13" @default.
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- W2991906804 date "2011-01-01" @default.
- W2991906804 modified "2023-09-23" @default.
- W2991906804 title "Learning from Each Other: Bilingual Pairs in Dual-Language Classrooms." @default.
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