Teachers College Press has published a book that synthesizes research on how best to educate preschoolers whose native language isn’t English, according to a web site post by the National Institute for Early Education Research at Rutgers University in New Brunswick, N.J.
The book, Young English Language Learners: Current Research and Emerging Directions for Practice and Policy, is written by Eugene E. Garcia, a professor of education at Arizona State University, and Ellen C. Frede, the co-director of Rutgers’ National Institute for Early Education Research. Garcia was the director of the office of bilingual education and minority languages affairs (now called the office of English-language acquisition) in the U.S. Department of Education from 1993 to 1995.
The book provides a review of research on topics such as the development of bilingualism, family relationships, classroom practices, and teacher-preparation practices, according to the summary on the Rutgers web site.
Sometimes advance copies of new books about the education of English-language learners miraculously appear in my mailbox, but this one hasn’t so I haven’t read it. But the book focuses on a topic that many educators are looking at with increasing interest. I moderated a web chat for EdWeek on the subject of educating preschoolers who are ELLs last month. You can find the chat transcript here.
A version of this news article first appeared in the Learning the Language blog.