{"product_id":"2940148879671","title":"Childhood Bilingualism: Current Status and Future Directions","description":"Forty-three percent of teachers in America’s public schools teach non-English-speaking or\u003cbr\u003eEnglish language-learning children. Dual language learners constitute a sizeable and growing\u003cbr\u003eproportion of the U.S. population. A distinct feature of the U.S. situation is the conjunction of\u003cbr\u003ebilingualism and poverty that is not as commonly the case in other countries. In the U.S.\u003cbr\u003esociocultural context, a substantial proportion of children acquiring English happen to be poor\u003cbr\u003eand likely are enrolled in schools where resources are highly constrained, thus adding to the\u003cbr\u003echallenges of instruction and compromising effective learning and literacy. American schools\u003cbr\u003eincreasingly are reflective of the multilingual world and in need of the best tools available to\u003cbr\u003eensure that every child can succeed. Answers must come quickly to benefit this generation of\u003cbr\u003echildren.\u003cbr\u003eGiven this sense of urgency, the Office of English Language Acquisition, the Office of Special\u003cbr\u003eEducation and Rehabilitation Services, and the National Institute of Child Health and Human\u003cbr\u003eDevelopment, National Institutes of Health, with support from the American Federation of\u003cbr\u003eTeachers, the International Reading Association, and the American Speech-Language-Hearing\u003cbr\u003eAssociation, convened a workshop on April 22–23, 2004, in Washington, DC, on Childhood\u003cbr\u003eBilingualism: Current Status and Future Directions. The workshop capitalized on the increasing\u003cbr\u003econvergence of interest in theoretical underpinnings of language development with the\u003cbr\u003etranslation of research findings for the practical benefit of children.\u003cbr\u003ePrimary purposes of the workshop were to initiate an open and ongoing discussion among key\u003cbr\u003emembers of the research community, as well as across disciplines and research approaches, and\u003cbr\u003eacross national boundaries, and to develop a research agenda that outlines major research\u003cbr\u003equestions, re-energizes research, and promotes the development of novel, creative approaches or\u003cbr\u003eapproaches not seen traditionally in the area of bilingual language development. Opportunities to\u003cbr\u003econnect applied researchers and more theoretically inclined academic researchers to promote\u003cbr\u003ecollaborations and increased communication were of particular interest. Participants were given\u003cbr\u003ethe mandate to consider a research agenda for the field, not just for one agency. Therefore,\u003cbr\u003eparticipants were encouraged to make recommendations for future research that would cross\u003cbr\u003etraditional agency boundaries and most rapidly and effectively move the field forward. In this\u003cbr\u003emandate, federal sponsors recognized that research needs are not necessarily program focused\u003cbr\u003ebut would need to investigate basic questions such as how the brain acquires language, as well as\u003cbr\u003emore practical ones, and that even the most basic research should have eventual practical\u003cbr\u003eapplications. The workshop began with presentations on the current state of the field, which set\u003cbr\u003ethe stage for breakout groups to develop research questions, approaches, and priorities.","brand":"ReadCycle","offers":[{"title":"Default Title","offer_id":47111514456304,"sku":"2940148879671","price":2.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/2940148879671_p0.jpg?v=1763715258","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940148879671","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}