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Effect of classroom language diversity on head start ELL and non-ELL children's social-emotional development.

This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nest...

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Publicado en:Applied Developmental Science Vol. 24; no. 3; pp. 230 - 242
Autor principal: Meng, Christine
Formato: Artículo
Publicado: Taylor & Francis Ltd Jul-Sep2020
Materias:
Children's language
Social skills
Classrooms
Child development
Language ability
Acceso en línea:Ver este registro en EBSCOhost