The new edition of this accessible book for ealy childhood educators includes updated research and a greatly expanded chapter on assessment and highlights cultural diversity. It also includes a new tool for monitoring children's progess as they learn English as a second language. Updated from the first edition: Written expressly for teachers, this highly readable resource moves beyond the basics of child development to describe the natural progression of second-language acquisition in young children. Theachers will learn how to create a supportive classroom environment for second-language learners with effective ways to measure progress, address individual differences, and work with parents while acknowledging the importance of children's home language and cultures. The idea-packed handbook combines research findings with firshand observations of linguistically and culturally diverse children, making it an important addition to every early childhood educator's desk. All chapters have been updated and a few have been expanded. The largest area of supplementation is in the chapter on assessment, and area of great interest among early childhood educators at this time. The book also includes information on cultural diversity and international adoption. A new tool helps educators monitor children's progress as they learn English as a second language. 

About the Author Foreword to the Second Edition Mariela M. Pez Foreword to the First Edition Catherine E. Snow Preface Acknowledgements Chapter One: Introduction Part One: The Second-Language earning Child's Task Chapter Two: Two Portraits: Juliana and Byong-sun Chapter Three: Getting Started in a Second Language Chapter Four: Speaking a Second Language Chapter Five: Individual Differences in Second-Language Learning Part Two: The Teacher's Role Chapter Six: Using Information, Communication, and Classroom Organization to Support Second-Language Learning Chapter Seven: Using the Curriculum to Facilitate Second-Language and -Literacy Learning Chapter Eight: Working with Parents of Second-Language Learners Chapter Nine: Assessing the Development of Second-Language Learners Chapter Ten: Developing Effective Early Childhood Programs for Second-Language Learners Part Three: Internationally Adopted Children Chapter Eleven: What to Expect, How to Help References Appendix A: Parent Questionnaire Appendix B: Observing Children Learning English (OCLE) Study Guide Index Permissions

Prior to beginning her doctoral studies at the Harvard Graduate School of Education in 1981, Patton O. Tabors was an elementary school teacher and a childbirth educator. During her doctoral studies she focused on first and second language acquisition in young children. Her qualifying paper and dissertation research, based on 2 years of ethnographic investigation in a nursery school classroom, described the developmental pathway of a group of young children learning English as a second language. She was able to use this information as the basis for the material in One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language (Paul H. Brookes Publishing Co., 1997). Since 1987, Dr. Tabors has been the research coordinator of the Home-School Study of Language and Literacy Development in collaboration with Catherine Snow and David Dickinson. During this time she has also directed research related to low-education and low-income mothers reading to their preschool-age children as part of the Manpower Development Research Corporation evaluations of two welfare-to-work projects ;New Chance and JOBS ; and for the Harvard Language Diversity Project, a subproject of the New England Research Center on Head Start Quality, directed by David Dickinson. Dr. Tabors latest research a longitudinal project that is following the language and literacy development of Spanish-speaking children from preschool to second grade combines her interests in early language and literacy development and second language acquisition in young children. 

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