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Corrigendum to Early years education, language and social background: A decade of changing policy and practice (EuJAL DOI: 10.1515/eujal-2014-0003)

Corrigendum to Early years education, language and social background: A decade of changing policy... MOUTON EuJAL 2015; 3(1): 155­155 Corrigendum Maria Mroz and Carolyn Letts DOI 10.1515/eujal-2014-1000 Corrigendum to Mroz, Maria & Letts, Carolyn. 2014. Early years education, language and social background: A decade of changing policy and practice. European Journal of Applied Linguistics 2(1). 79­100. [EuJAL DOI: 10.1515/eujal-2014-0003] Page 88, penultimate sentence: "Reception teachers (of children aged 4­5 years) failed to identify the language problems of the 3;6 year old child who was only six months younger than the age they worked with." Should read: "Seventy per cent of nursery teachers (of children aged 3­4) failed to identify the language problems of the 2;6 year old child who was only six months younger than the age they worked with." Maria Mroz: Newcastle University, Communication and Language Sciences, Newcastle, United Kingdom, E mail: m.a.mroz@ncl.ac.uk Carolyn Letts: Newcastle University, Communication and Language Sciences, Newcastle, United Kingdom, E mail: carolyn.letts@newcastle.ac.uk http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Applied Linguistics de Gruyter

Corrigendum to Early years education, language and social background: A decade of changing policy and practice (EuJAL DOI: 10.1515/eujal-2014-0003)

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Publisher
de Gruyter
Copyright
Copyright © 2015 by the
ISSN
2192-9521
eISSN
2192-953X
DOI
10.1515/eujal-2014-1000
Publisher site
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Abstract

MOUTON EuJAL 2015; 3(1): 155­155 Corrigendum Maria Mroz and Carolyn Letts DOI 10.1515/eujal-2014-1000 Corrigendum to Mroz, Maria & Letts, Carolyn. 2014. Early years education, language and social background: A decade of changing policy and practice. European Journal of Applied Linguistics 2(1). 79­100. [EuJAL DOI: 10.1515/eujal-2014-0003] Page 88, penultimate sentence: "Reception teachers (of children aged 4­5 years) failed to identify the language problems of the 3;6 year old child who was only six months younger than the age they worked with." Should read: "Seventy per cent of nursery teachers (of children aged 3­4) failed to identify the language problems of the 2;6 year old child who was only six months younger than the age they worked with." Maria Mroz: Newcastle University, Communication and Language Sciences, Newcastle, United Kingdom, E mail: m.a.mroz@ncl.ac.uk Carolyn Letts: Newcastle University, Communication and Language Sciences, Newcastle, United Kingdom, E mail: carolyn.letts@newcastle.ac.uk

Journal

European Journal of Applied Linguistics – de Gruyter

Published: Mar 1, 2015

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