In Today’s World
The Importance of Learning a Second Language Increases Daily.
For the Bilingual Children of Tomorrow,
The Opportunities Will Highly Arise.
Young Children Throughout The World Successfully Learn
More Than One Language From Their Earliest Years.
The Bilingual Advantage...Did you Know?
Early Bilingualism Brings Lifelong Benefits!
The Bilingual Advantage...Did you Know?
Early Bilingualism Brings Lifelong Benefits
*Higher cognitive performance (including overall basic skills in elementary school. According to the College Entrance Examination Board, they go on to score higher on SATs).
Please review: Early Bilingualism/Research References
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A., Ghosh-Dastidar, B., Zellman, G. L., Perlman, M., & Fernyhough, L. (2008). Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California (TR-539). Santa Monica, CA: RAND Corporation. iv Rumberger, R.W., & Tran, L. (2007). State language policies, school language practices, and the ELL achievement gap. In P. Gándara, P. & M. Hopkins (Eds.), Forbidden Language: English Learners and Restrictive Language Policies (pp. 86-101). New York, NY: Teachers College Press. v Conboy, B.T. & Kuhl, P.K. (2011). Impact of second-language experience in infancy: Brain measures of first- and secondlanguage speech perception. Developmental Science, 14, 242-248. vi Conboy, B.T., & Mills, D.L. (2006). Two languages, one developing brain: Effects of vocabulary size on bilingual toddlers’ event-related potentials to auditory words. Developmental Science, 9(1), F1-F11. vii Craik, F. I. M., Bialystok, E., & Freedman, M. (2010). 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Friederici & G. Thierry (Eds.), Early Language Development: Bridging Brain and Behavior, Trends in Language Acquisition research series, Vol. 5 (pp. 24-64). Amsterdam/The Netherlands: John Benjamins. xvi Barac, R. & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83(2), 413-422. xvii Bialystok, E. (2009). Challenging Common Myths About Young Dual Language Learners: An Update to the Seminal 2008 Report Page 22 xviii De Feyter, J. J., & Winsler, A. (2009). Early Childhood Research Quarterly, 24, 411-431. xix Espinosa, L. (2010). Getting it Right for Young Children from Diverse Backgrounds: Applying Research to Improve Practice. Upper Saddle River, NJ: Pearson. xx Thomas, W. & V. Collier. (2003). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. 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A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Available at: http://www.crede. ucscedu/research/llaa/l.l_final.html. xxxv Espinosa, L. M., & García, E. (2012, November). Developmental assessment of young dual language learners with a focus on kindergarten Entry Assessments: Implications for state policies. Center for Early Care and Education Research- Dual Language learners (CECER-DLL). Challenging Common Myths About Young Dual Language Learners: An Update to the Seminal 2008 Report Page 23 xxxvi Castro, D., Garcia, E., Espinosa, L., Genesee, F., Gillanders, C., Hammer, C., LaForett, D., Peisner-Feinberg, E., & Tabors, P. (Under review). Conceptual framework for the study of dual language learners’ development. Center for Early Care and Education Research- Dual Language learners (CECER-DLL). xxxvii Bialystok, E., & Feng, X. (2010). 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