Educating early childhood preservice teachers about dual language theory and practice

Authors

Ana T. Solano-Campos, Georgia State UniversityFollow
Maria Acevedo-Aquino, Texas A&M University San AntonioFollow
Patricia Paugh, University of Massachusetts BostonFollow

Document Type

Article

Publication Date

2019

Abstract

The article discusses Educating Early Childhood Preservice Teachers about Dual Language Theory and Practices. It mentions that many teachers are fearful or unsure about how to include literacy instruction in their curricula to affirm their students' multiple languages. It informs that Massachusetts had been one of the few states in the country that had eliminated, or highly restricted, bilingual education by law.

Comments

Originally published in

Solano-Campos, A., Acevedo, M., & Paugh, P. (2019a). Educating early childhood preservice teachers about dual language theory and practice. Talking Points, 30(2), 10-18.

(c) NCTE (National Council of Teachers of English)

Recommended Citation

Solano-Campos, A., Acevedo, M., & Paugh, P. (2019a). Educating early childhood preservice teachers about dual language theory and practice. Talking Points, 30(2), 10-18.