Abstract
This article presents ethnographic portraits of three Head Start classrooms serving children from linguistically diverse backgrounds. The three classrooms included an English-language classroom, a bilingual (Spanish-English) classroom, and a Spanish-language classroom. The language use patterns of teachers and children, the teachers' beliefs about second language learning, and the results of receptive vocabulary assessment are reported. The authors call for further research to establish the long-tern language and literacy effects of these different types of classrooms.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.