ELTWeekly Vol. 5 Issue#23 | July 1, 2013 | ISSN 0975-3036
The Science Daily has published an article titled “Language Intervention Levels Playing Field for English Language Learners”.
A new approach to teaching pre-kindergarten could take a bite out of the achievement gap and level the playing field for America’s growing population of English language learners, according to a recently published study by researchers at Vanderbilt’s Peabody College of education and human development.
“We are excited that we have helped teachers develop ways of teaching that result in such remarkable gains among children,” David K. Dickinson, professor of education and one of the project’s leaders, said. “Our teachers are committed to continuing using the approaches that are working, which means that many more children will benefit from being in their classrooms.”
The Enhanced Language and Literacy Success Project, a four-year intervention and research effort performed in collaboration with Metropolitan Nashville Public Schools, proved that a language-rich pre-K curriculum paired with coaching, feedback and professional development for teachers, can improve student outcomes significantly.