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Challenging the Definition of High-quality Preschool for Dual Language Learners: Implications for Practice and Measurement
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Challenging the Definition of High-quality Preschool for Dual Language Learners: Implications for Practice and Measurement. |
| 개인저자 | Rojas, Natalia M. |
| 단체저자명 | New York University. Applied Psychology. |
| 발행사항 | [S.l.]: New York University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 141 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781687944078 |
| 학위논문주기 | Thesis (Ph.D.)--New York University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Yoshikawa, Hirokazu. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | As schools in the United States are increasingly serving children whose home language is not English, an area of debate in research and policy has concerned the best means of supporting achievement for young dual language learners (DLLs), who are still developing their home language as they are learning a school language. However, even among those who attend high-quality preschool programs, DLLs begin kindergarten at an academic disadvantage relative to their non-DLL peers |
| 일반주제명 | Education. Bilingual education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
