Howes (applied developmental psychology, U. of California, Los Angeles) et al. compile seven chapters on the experiences of dual language learners (DLLs) in preschool classrooms. After an introduction that discusses the demographics and educational circumstances of these learners, practices and policies that can assist in implementing early learning opportunities, and assessment issues, a group of education and child development researchers from the US (who attended the annual National Center for Research on Early Childhood Education Leadership Symposium) examine the experiences of low-income DLLs, the importance of sensitive measurement tools in understanding practices that promote school readiness for these learners, their preschool classroom experiences, the role of teacher-child relationships, and specific language and literacy practices for assessment of language interactions, instruction, and supports. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)