‘This book is certain to be an indispensable guide to planning and practice in dual language schools. It is practical, down-to-earth, and firmly based in broad experience and research.’
Robert Slavin, Co-Director
Center for Research on the Education of Students Placed at Risk
Johns Hopkins University
‘Calderón and Minaya-Rowe have done an excellent job of presenting relevant research along with practical examples and suggestions, all in a highly readable and user-friendly format. This volume is an indispensable tool for teachers, administrators, and parents involved with dual language programs.’
Liz Howard, Research Associate
Center for Applied Linguistics, Washington, DC
‘This book is an excellent resource for educators interested in developing bilingual capacity in American school children.’
Diane August, Director
National Literacy Panel on Language Minority Children and Youth
‘A comprehensive compendium of dual language program implementation strategies and examples. An indispensable how-to book for school level administrators, teacher trainers, teachers, and parents.’
Ana Maria Olezza, Director of Bilingual Programs
Hartford Public Schools, Connecticut
‘This practical book can be used as a tool to transform schools into dual-language programs that focus on the improvement of school performance and language enrichment. It is written in a very pragmatic style and provides insights and frameworks supporting a school or district′s systemic reform.’
Anthony Amato, Superintendent
Hartford Public Schools, Connecticut
Use dual-language instruction to promote literacy in two languages!
How can you provide a bilingual learning experience that includes high levels of achievement for both English-language learners and English-dominant students? What can you do to include all students in the adventure of learning a new language? Two-way bilingual education helps children maintain their cultural language as well as learn a new language—an invaluable skill in an increasingly integrated world.
Designing and Implementing Two-Way Bilingual Programs provides essential elements to help your students gain literacy in two languages, increase cross-cultural understanding, and meet high levels of achievement in all core academic areas.
This excellent resource provides school administrators, teachers, and parents with the basic knowledge necessary for planning and implementing an effective two-way bilingual program by:
- Promoting native-language literacy skills and balanced bilingualism
- Providing a standards-based education while promoting proficiency in two languages
- Helping all students gain cognitive and linguistic benefits from academic tasks that call for creativity and problem solving
This indispensable handbook also includes strategies for building learning communities for dual-language teachers, professional development plans that meet the specific needs of dual-language programs, and tips for involving parents.
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表中的内容
Foreword by Robert E. Slavin
Preface
About the Authors
Part I: Starting Two-Way Bilingual Programs
1. Why Two-Way Bilingual Programs?
2. Planning and Designing Two-Way Bilingual Programs
3. Comprehensive Curriculum Models
4. Case Study: The Alicia R. Chacon International School
Part II: Implementing Effective Instruction
5. Instructional Techniques and Activities for Second-Language Learners
6. Effective and Replicable Literacy Models
7. Using Writing to Promote Reading and Oral Language Development
8. Assessing Second-Language Learners
Part III: Involving Teachers and Parents
9. Staff Development and Teacher Learning Communities
10. Reaching Out to Parents
11. Evaluation and Research
Resource A: Resources for Two-Way Bilingual Programs
Resource B: List of Acronyms
References
Index
关于作者
Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers’ learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master’s degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe’s 80+ publications include journal articles, books, chapters, teacher’s manuals, and guidebooks.
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