ERIC Number: ED623589
Record Type: Non-Journal
Publication Date: 2020-May
Pages: 11
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
What Are 'Linguistically Responsive Practices' and Why Are They an Essential Ingredient of "High-Quality" Early Childhood Education? Issue Brief
UnidosUS
Latino children constitute a large and growing segment of the U.S. population. By 2060, it is estimated that they will comprise one-third (32%) of the three-to-four-year-old population. More than four million children enrolled in preschool programs in the United States are dual language learners (DLLs), and more than 75% of Latina/o children over the age of five enter U.S. schools speaking Spanish. It is critically important that early childhood education (ECE) program administrators and teachers are prepared to work with culturally and linguistically diverse children and their families. This Issue Brief discusses the research on dual language development and makes recommendations for ECE programs and policymakers. [For a related report, "Latina Teachers and the 'BA Challenge': Impacts and Conditions of Increasing Degree Requirements in Early Childhood Education," see ED604027.]
Descriptors: Early Childhood Education, Hispanic American Students, Bilingualism, Spanish Speaking, Cultural Differences, English (Second Language), Second Language Learning, Culturally Relevant Education, Teaching Methods, Preschool Teachers, Teacher Student Relationship, Educational History, Educational Quality, Native Language, Parent Child Relationship, Language Acquisition, Hispanic Americans, Minority Group Teachers, Bilingual Teachers, Educational Practices
UnidosUS. 1126 16th Street NW Suite 600, Washington, DC 20036. Tel: 202-785-1670; e-mail: info@unidosus.org; Web site: http://www.UnidosUS.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: Policymakers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: UnidosUS
Grant or Contract Numbers: N/A