Effective instruction for language-minority students: An early childhood case study (original) (raw)

1991, Early Childhood Research Quarterly

AI-generated Abstract

This paper investigates the characteristics of effective teachers for language-minority students, emphasizing the importance of teacher attributes over program types. It draws on case studies to highlight that successful teachers are experienced, communicative, culturally responsive, and maintain nurturing relationships with their students and their families. The study concludes with a call for further research into teaching practices for language minority education.