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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Detalles Bibliográficos

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