Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief
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| Title: | Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief |
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| Language: | English |
| Authors: | Burchinal, Margaret, Field, Samuel, Lopez, Michael L., National Center for Research on Early Childhood Education (NCRECE) |
| Source: | National Center for Research on Early Childhood Education. 2013. |
| Availability: | National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 2 |
| Publication Date: | 2013 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Second Language Learning, English Language Learners, Spanish, Social Development, Correlation, Preschool Education, Preschool Children, Spanish Speaking, Language of Instruction, Mathematics Achievement, Language Skills, Reading Achievement, Instructional Effectiveness, Outcomes of Education, Educational Quality |
| Abstract: | This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. "Early Childhood Research Quarterly," 27, 188-197. (EJ958040)] |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | ED544023 |
| Database: | ERIC |
| Abstract: | This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. "Early Childhood Research Quarterly," 27, 188-197. (EJ958040)] |
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