Standards Policies to Support Young Dual Language Learners

Addy S. Wight V. (2012). Basic facts about low-income children, 2010: Children under age 6. New York: NY: National Center for Children in Poverty. Retrieved from http://www.nccp.org/publications/pub_1054.html#6

August D. Shanahan T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum.

Baca L. Amato C. (1989). Bilingual special education: Training issues. Exceptional Children, 56. Retrieved from http://www.freepatentsonline.com/article/Exceptional-Children/8063615.html

Baker C. Prys Jones S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon, UK: Multilingual Matters.

Ballantyne K. G. Sanderman A. R. McLaughlin N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.gwu.edu/files/rcd/BE024206/Dual_Language_Learners.pdf

Barnett W. S. Epstein D. J. Carolan M. E. Fitzgerald J. Ackerman D. J. Friedman A. H. (2010). The state of preschool 2010: State preschool yearbook. New Brunswick, NJ: The National Institute for Early Education Research.

Barrera I. (1993). Effective and appropriate instruction for all children: The challenge of cultural/linguistic diversity and young children with special needs. Topics in Early Childhood Special Education, 13, 461-487.

Batalova J. (2006). Spotlight on limited English proficient students in the United States. Washington, DC: Migration Policy Institute. Retrieved from http://www.migrationinformation.org/usfocus/display.cfm?ID=373

Bialystok E. Shapero D. (2005). Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures. Developmental Science, 8, 595-604.

Bruner C. Ray A. Stover-Wright M. Copeman A. (n.d.). Quality rating and improvement systems for a multi-ethnic society [Issue brief]. Washington, DC: BUILD Initiative. Retrieved from http://www.buildinitiative.org/files/Build%20Initiative%20-%20Overview%20of%20Policy.pdf

Chandler L. Cochran D. K. Christensen K. A. Dinnebeil L. A. Gallagher P. A. Lifter K. . . . Spino M. (2012). The alignment of CEC/DEC and NAEYC personnel preparation standards. Topics in Early Childhood Special Education, 32, 52-63. doi:10.1177/0271121412437047

Colzato L. Bajo M. T. van den Wildenberg W. Paolieri D. Nieuwenhuis S. La Heij W. Hommel B. (2008). How does bilingualism improve executive control? A comparison of active and reactive inhibition mechanisms. Journal of Experimental Psychology, 34, 302–312. doi:10.1037/0278-7393.34.2.302

Connor M. H. Boskin J. (2001). Overrepresentation of bilingual and poor children in special education classes: A continuing problem. Journal of Children & Poverty, 7, 23-32. doi:10.1080/10796120120038019

Corso R. M. Santos R. M. Roof V. (2002). Honoring diversity in early childhood education materials. Teaching Exceptional Children, 34, 30-36.

Division of Early Childhood (DEC). (2007). Initial special education professionals in early childhood special education/early intervention (birth to eight). Missoula, MT: Author. Retrieved from http://www.dec-sped.org/About_DEC/Personnel_Standards_for_Early_Intervention_and_Early_Childhood_Special_Education

Division of Early Childhood (DEC). (2010). Position statement: Responsiveness to all children, families, and professionals: Integrating cultural and linguistic diversity into policy and practice. Missoula, MT: Author.

Division of Early Childhood and the National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Retrieved from http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Durán L. (2010, October). Evidence-based practices for dual language learners: Assessment and intervention. Session presented at the Division for Early Childhood of the Council for Exceptional Children. Annual Conference, Kansas City, MO.

Durán L. Cheatham G. A. Santos R. M. (2011). Evaluating young children who are dual language learners: Gathering and interpreting multiple sources of data to make informed decisions. Young Exceptional Children Monograph Series,13, 133-145.

Fillmore L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.

Fuller B. Bridges M. Bein E. Jang H. Jung S. Rabe-Hesketh S. . . . Kuo A. (2009). The health and cognitive growth of Latino toddlers: At risk or immigrant paradox? Maternal and Child Health Journal, 13, 755-768.

Genesee F. (2010). Dual language development in preschool children. In García E. Frede E. (Eds.), Young English language learners: Current research and emerging directions for practice and policy (pp. 59-79). New York, NY: Teachers College Press.

Goldenberg C. (2006, July). Improving achievement for English-learning: What the research tells us. Education Week, 25, 34-36.

Gutiérrez K. D. Zepeda M. Castro D. C. (2010). Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners. Educational Researcher, 39, 334-339. doi:10.3102/0013189X10369831

Hakuta K. García E. (1989). Bilingualism and education. American Psychologist, 44, 374-379.

Halle Y. Forry N. Hair E. Perper K. Wandner L. Wessel J. Vick J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B). Washington, DC: Child Trends.

Harms T. Clifford R. M. Cryer D. (2005). Early Childhood Environment Rating Scale–Revised. New York, NY: Teachers College Press

Hawkins M. R. (2005). ESL in elementary education. In. Hinkel E. (Ed.), Handbook of research in second language teaching and learning (pp. 25-42). Mahwah, NJ: Lawrence Erlbaum.

Hernandez D. J. Denton N. A. Macartney S. E. (2008). Children in immigrant families: Looking to America’s future. Social Policy Report, 22, 3-22.

Hinton L. (1999). Involuntary language loss among immigrants: Asian-American linguistic autobiographies (ERIC Digest). Washington, DC: ERIC Clearinghouse on Language and Linguistics.

Jimenez R. Garcia G. Pearson P. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.

Kilgo J. Aldridge J. (2012, October). Re-imagining culturally-responsive, family-based services: Responding to challenging cases through transdisiplinary teaming. Session presented at the Division for Early Childhood of the Council for Exceptional Children Conference, Minneapolis, MN.

Kohnert K. (2008). Language disorders in bilingual children and adults. San Diego, CA: Plural. Retrieved from http://books.google.com/books

Lynch E. W. Hanson M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families. Baltimore, MD: Paul H. Brookes.

Miller J. Heilmann J. Nockerts A. Iglesias A. Fabiano L. Francis D. (2006). Oral language and reading in bilingual children. Learning Disabilities Research & Practice, 21, 30-43. doi:10.1111/j.1540-5826.2006.00205.x

National Association for the Education of Young Children. (1995). Responding to linguistic and cultural diversity: Recommendations for effective early childhood education. Washington, DC: Author.

National Association for the Education of Young Children. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Washington, DC: Author.

National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners (Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation). Washington, DC: Author.

National Association for the Education of Young Children. (2006). Introduction to the NAEYC Accreditation Standards and Criteria. Retrieved from http://www.naeyc.org/academy/primary/standardsintro

National Association for the Education of Young Children. (2009). NAEYC Standards for Early Childhood Professional Preparation Programs. Washington, DC: Author. Retrieved from http://www.naeyc.org/positionstatements

National Center for Education Statistics. (2003). Status and trends in the education of Hispanics. Retrieved from http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003008

National Center on Cultural and Linguistic Responsiveness (NCCLR). (2012). Dual language learners in state early learning guidelines and standards. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/state-guidelines/dll_guidelines.html

National Governor’s Association. (n.d.). State Early Childhood Advisory Councils. Retrieved from http://www.nga.org/cms/home/nga-center-for-best-practices/center-issues/page-edu-issues/col2-content/main-content-list/state-early-childhood-advisory-c.html

Office of Head Start. (2008). Dual language learning: What does it take? Head Start dual language report. Washington, DC: Author. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Individualization/Learning%20in%20Two%20Languages/DLANA_final_2009%5B1%5D.pdf

Office of Head Start. (2010a). Program preparedness checklist: Serving dual language learners and their families (Unpublished document). Retrieved from http://eclkc.ohs.acf.hhs.gov/

Office of Head Start. (2010b). The head start child development and early learning framework: Promoting positive outcomes in early childhood programs serving children 3–5 years. Washington, DC: Author. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

Office of Head Start. (2010c). Revisiting and updating the multicultural principles for Head Start programs serving children ages birth to five: Addressing culture and home language in Head Start programs systems and services. Washington, DC: Author. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/Revisiting%20Multicultural%20Principles%20for%20Head%20Start_English.pdf

Office of Head Start. (2012). Young dual language learners: Gathering background information. Washington, DC: Author. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll_background_info.pdf

Ortiz A. A. Robertson P. M. Wilkinson C. Y. Liu Y. McGhee B. D. Kushner M. I. (2011). The role of bilingual education teachers in preventing inappropriate referrals of ELLs to special education: Implications for response to intervention. Bilingual Research Journal, 34, 316-333. doi:10.1080/15235882.2011.628608

Pham L. (1994). Infant dual language acquisition revisited. Journal of Educational Issues of Language Minority Students, 14, 185-210.

Reardon S. F. Galindo C. (2006). Patterns of Hispanic students’ math and English literacy test scores in the early elementary grades. Journal of Latinos and Education, 6, 229.

Regional Educational Laboratory Network. (1995). Continuity in early childhood: A framework for home, school, and community linkages. Washington, DC: U.S. Department of Education, U.S. Department of Health and Human Services and the Office of Educational Research and Improvement, Administration on Children, Youth, and Families. Retrieved from http://www.sedl.org/prep/hsclinkages.pdf

Sandall S. Hemmeter M. L. McLean M. Smith B. (2005). DEC recommended practices: A comprehensive guide for practical applications in early intervention/early childhood special education. Longmont, CO: Sopris West.

Senge P. M. (2007). Give me a lever long enough . . . and single-handed I can move the world. In Jossey-Bass (Ed.), The Jossey-Bass reader on educational leadership (2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from http://books.google.com/books

Slavin R. Cheung A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75, 247-284.

Snow C. Burns M. S. Griffin P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Swanson H. Saez L. Gerber M. (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98, 247-264. doi:10.1037/0022-0663.98.2.247

Thomas W. Collier V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Berkeley: University of California Berkeley, Center for Research on Education, Diversity and Excellence. Retrieved from http://escholarship.ucop.edu/uc/item/65j213pt

Vandivere S. Pitzer L. Halle T. Hair E. (2004). Indicators of early school success and child well-being. Published in Ready Schools Reference Guide. W. K. Kellogg Foundation. Retrieved from http://www.childtrendsdatabank.org/?q=node/104

Winsler A. Diaz R. M. Espinosa L. (1997, March). Learning a second language does not mean losing the first: A replication and follow-up of bilingual language development in Spanish-speaking children attending bilingual preschool. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Yelland G. W. Pollard J. Mercuri A. (1993). The metalinguistic benefits of limited contact with a second language. Applied Psycholinguistics, 14, 423-444. doi:10.1017/S0142716400010687