Preparing Young Hispanic Dual Language Learners for a Knowledge Economy. Preschool Policy Brief. Issue 24

Autor/inn/en	Figueras-Daniel, Alexandra; Barnett, W. Steven
Institution	National Institute for Early Education Research
Titel	Preparing Young Hispanic Dual Language Learners for a Knowledge Economy. Preschool Policy Brief. Issue 24
Quelle	(2013), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hispanic American Students; Bilingual Students; Economic Development; Preschool Education; Access to Education; Disadvantaged Youth; Immigrants; At Risk Students; Student Needs; Student Characteristics; Language Proficiency; Academic Achievement; Racial Differences; Family Environment; Child Care; Language Usage; Literacy Education; Spanish Speaking; English Language Learners; Language of Instruction; Teacher Education; Faculty Development; Parent Participation + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Wirtschaftsentwicklung; Pre-school education; Vorschulerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; Schulleistung; Rassenunterschied; Familienmilieu; Kinderfürsorge; Kinderbetreuung; Sprachgebrauch; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Elternmitwirkung
Abstract	As the United States works to reclaim economic prosperity, the Hispanic population--with the largest growth in population over the last decade--will likely play a key role in any economic resurgence. Educational success is a crucial part of economic recovery. While statistics on the educational success of Hispanic children are hardly encouraging, high-quality early education programs, especially models that promote language proficiency, have the potential to increase their educational success. This brief addresses issues of preschool access and quality that are specific to Hispanic children, but can also apply to some other largely disadvantaged and immigrant groups. (As Provided).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01