Mariela M. Páez

TL;DR: The need for early assessment and monitoring of expressive vocabulary and oral narrative skills, and the potential contributions of Spanish story organization skills to English narrative performance in bilingual children from low socioeconomic families, are highlighted.

TL;DR: The fastest growing ethnic group in the United States and will comprise a quarter of the country's population by mid-century, according to a recent study by the David Rockefeller Center for Latin American Studies as discussed by the authors.

TL;DR: Oral language and early literacy skills in Spanish and English for a sample of 319 bilingual children in Massachusetts and Maryland and a comparison group of 144 monolingual Spanish-speaking children in Puerto Rico show that children in the ECS sample performed below average in both English and Spanish when compared tomonolingual norms and, despite some early literacy and oral language gains during their pre-kindergarten year, continue to lag behind monolingUAL children of the same age.

TL;DR: The authors discusses current knowledge about effective instructional strategies for promoting language and literacy development among young dual language learners (DLLs) and concludes with recommendations for policy and future research, and presents a brief summary of research on the relationship between oral language development, reviews instructional practices and language of instruction approaches.

TL;DR: The authors found that the amount of time that students spent speaking English in informal social situations is predictive of English language proficiency, and that social context factors directly affect language learning among adolescent immigrants.