Supporting English Learners in Preschool Classrooms

Full Description: 

The number of children in pre-K to twelfth grade U.S. classrooms who speak languages other than English at home has risen by 60% over the past ten years. This article details the implementation and evaluation of a professional development intervention program in language and literacy for early childhood teachers. The intervention was designed to build teachers’ capacity to promote the language and literacy development and learning of young English learners (ELs) in their classrooms. The results of this study suggest that intentional inclusion of ELs in classroom activities and a continued emphasis on the practices, strategies, and adaptations that support their inclusion may be the key to promoting ELs’ language success in early childhood classrooms.


Publication Date: 



30 pp
Image of journal