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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET x FOREWORD theoretical approaches and concepts and provides practical recommendations and activities. It provides the rationale and the strategies for increasing the frequency and quality of instructional conversations in the classroom. This program is built on the notion that languages are learned based on need, purpose, and function, and that conversations are the mechanism for language learning. An important feature of the Conversation Compass approach is the inclusion of children who speak African American English in the discussion of strategies to support linguistically diverse children. African American English is one of the most widely spoken English dialects in the United States, and a large percentage of young children enter early childhood programs speaking this dialect (Beneke and Cheatham 2015). Because of classroom emphasis on Standard English, chil- dren who speak African American English are at risk to be misdiagnosed and inappropriately referred to special education programs. Thus, it is essential that early childhood teachers acquire the knowledge and skills that will help them be effective teachers of these children. Currently, there are few teacher preparation and professional development materials focusing on preparing teachers to work with children speaking African American English. Usually, the needs of this group of children are not considered when discussing the early education needs of lin- guistically diverse children. There is no doubt that the Conversation Compass approach will be a valuable resource for early childhood teachers serving children who are African American English speakers as well as other culturally, ethnically, and linguistically diverse children. —Dina C. Castro, PhD, Velma E. Schmidt Endowed Chair in Early Childhood Education, University of North Texas COPYRIGHTED MATERIAL