"This book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching strategies that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students"--

Teach young children English, maintain their home language, and develop the early literacy skills necessary for school readiness and success.

"Teaching Dual Language Learners is a practical guide to help early childhood educators understand the needs of and provide instruction for young dual language learners in their classroom"--

Enhance the school readiness of young dual language learners with this comprehensive research volume, filled with the baseline knowledge readers need to promote and measure the progress of children learning two languages.

Practical, engaging guide to helping early childhood educators understand and address the needs of English language learners.

Offers practical ways to support young dual language learners and their families. Addresses communicating, using technology, pairing children, and more.

It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Contributors: Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, José E. Náñez Sr., and Flora V. Rodríguez-Brown “This is a must-have for those who are working directly or indirectly with young English language learners.” —Olivia Saracho, University of Maryland, College Park, Maryland