In this anthology, Saracho (curriculum and instruction, University of Maryland) and Spodek (early childhood education, University of Illinois) present work reviewing the current state of knowledge on the education of students who are not fully proficient in English. The editors attempt to move beyond the narrow focus of language instruction that ha
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In this anthology, Saracho (curriculum and instruction, University of Maryland) and Spodek (early childhood education, University of Illinois) present work reviewing the current state of knowledge on the education of students who are not fully proficient in English. The editors attempt to move beyond the narrow focus of language instruction that ha
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