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Direct linkMeng, Christine – Applied Developmental Science, 2020
This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nested within the child and the child was nested…
Descriptors: Early Intervention, Language Usage, Student Diversity, Social Development
