In summary, this study identifies large mindset, knowledge, and practice gaps—and real opportunity—among NYC early childhood professionals, specifically in the areas of providing adequate instructional and linguistic support for EMLs as well as partnering with families in capturing their cultural and home literacy assets. Consistent, rigorous, and meaningful use of data is necessary to support both EMLs and teachers’/leaders’ professional development. (author abstract)
Instructional practices and supports of emergent multilingual learners in universal prekindergarten (UPK) classrooms in New York City: Executive summary
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