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Instructional practices and supports of emergent multilingual learners in universal prekindergarten (UPK) classrooms in New York City: Executive summary


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)

Resource Type:
Executive Summary

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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