Augmented reality (AR) is an immersive, interactive, and engaging advanced information technology and it is widely used in language learning. Although several studies have evaluated the effectiveness of AR in EFL learners' language gains, these research findings are inconsistent. Therefore, this study conducted a meta-analysis to analyze to what…

The cognitive, educational and economic benefits of learning a second language have been well documented in the literature. This paper reports findings on perspectives of 13 stakeholders on the benefits of a case study about teaching Vietnamese to preschoolers in a regional early childhood context in Tasmania, Australia in 2017. Using a thematic…

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of…

In Italy, more than 700,000 asylum seekers and migrants arrived in the country between 2014-2020. Newly arrived children including refugees and migrants need to quickly acquire Italian skills to succeed in school and society. To help address this urgent need, the Akelius digital learning application was introduced in Bologna and Rome for Italian…

Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…

English language development is a critical component for young children's school readiness. In this study, we examined the effect of "Read it again-Pre-K!" (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy,…

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. Participants were 3-5 year old children (n = 81) who were learning English and whose…

This brief shares findings from a formative evaluation of Early Childhood Language Development Institute (ECLDI) programs at two early learning sites. At each, ECLDI provided training and support to program leadership, teaching teams, and families. The brief provides a summary of the report and discusses lessons for the field. [This three-part…

Dual language learners make up an increasing share of preschool students, but they often perform worse than monolingual students on assessments measuring school achievement. This study compares Head Start classrooms implementing either the dual language model or the English with home language support model. The author examines how the models…

This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390…

Despite consensus that school absenteeism has negative consequences for children's life outcomes, until recently, little was known about the prevalence of absenteeism or its potential to moderate the impacts of school-based interventions. This study provides evidence from a randomized experiment of a preschool intervention involving 1,876 children…

This article reports a study which examined the effects of an "Awakening to Languages" (AtL) programme on preschool children's language abilities. This programme aimed at exposing children to language and cultural diversity as well as promoting positive attitudes towards different languages and cultures amongst children. However,…

Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…

Based on evidence derived from studies conducted mostly in the United States, many low- and middle-income countries are investing in early childhood education (ECE), with high expectations that it will improve academic outcomes, increase human capital, promote economic growth and reduce economic inequality. In Chile, there has been a great…

Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45-60); 78% were Mexican/Mexican-American;…