Dual Language Learning in Early Childhood is Best for Young Children- Study

IMG_20120515_093110EDWeek recently summarized the findings from a large research study out of the University of North Carolina Chapel Hill that looked at the impact of dual language programs in early childhood. Once again the study found that dual language education and learning supports language development (in the child’s first and second language- i.e. English) and cognitive development in young children. In fact, the findings emphasize the potential impact of dual language education at this early schooling age as critical for better educational outcomes in bilinguals.

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English Language Learners with Disabilities? A Great Resource for Districts, Schools, and Families

IMPACT Newsletter, a new resource from the University of Minnesota. The newsletter presents 18 short practitioner/teacher friendly articles focused on the needs of English Language Learners with disabilities. Articles include critical issues like ELLs with disabilities in a Response to Intervention framework by our own Dr. Julie Esparza Brown, issues related to Common Core State Standards (CCSS), resources for parents and professionals from a variety of fields including regular education, speech and language therapists, teachers of hearing impairments and the deaf, transition planning into adulthood, collaboration and school transformation efforts, accommodations and differentiation, and of course a great definition of who are English Language Learners with disabilities.
English language learners with disabilities latest newsletter IMPACT– excellence guide for districts. For the University of Minnesota link to the website click here.