National Institute for Early Education Research
National Institute for Early Education Research

Browsing: English Language Learners

Information on preK diversity issues and achieving best outcomes for English language learners

Research Reports

Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)


Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)


Alexandra Figueras-Daniel Straus, Center for Young Children & Families, Bank Street College of Education, and Zijia Li, National Institute for Early Education Research, Graduate School of Education, Rutgers, The State University of New Jersey

CityHealth – Pre-K 2019 Medals


Opportunities & Policies for Young Dual Language Learners


Milagros Nores, Ph.D., Allison Friedman Krauss, Ph.D., and Ellen Frede, Ph.D.

Two-way and monolingual English immersion in preschool education: An experimental comparison.


Designing a STEM Professional Development Program for Preschool Teachers, with Supports for DLLs


Hebbah El-Moslimany

Expanding “Good Start” Science Activities: How to Get More Out of Typical Preschool Science Experiences


Lost in Translation: State PreK Must Meet Needs of Dual Language Learners


by GG Weisenfeld

New Resources for Educators, Policy Makers and Families of Young DLLs


by Alexandra Figueras-Daniel

Finishing the job we started: the next best step in early childhood education


What the State of Preschool can tell us about Dual Language Learners in state programs


Buried treasure: Discovering gold in the NIEER State of Preschool Yearbook


Young immigrants and dual language learners: Participation in pre-K and Kindergarten entry gaps


Anticipating quality for all children


Readiness and Opportunity Gaps in Early Education, 60 Years After Brown v. Board of Ed


2013 State Preschool Yearbook Finds Need for Renewed Investment


Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012


W. Steven Barnett, Ph.D. and Megan E. Carolan, MPP

Impacts of a Science and Math Professional Development Project for Pre-K Teachers of Dual-Language Learners


Early Childhood Choices and Hispanic Families


Policy Brief – Preparing Young Hispanic Dual Language Learners for a Knowledge Economy


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