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Designing and Implementing Two-Way Bilingual Programs
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Designing and Implementing Two-Way Bilingual Programs
A Step-by-Step Guide for Administrators, Teachers, and Parents

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January 2003 | 264 pages | Corwin
`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

`Margarita Espino Calderón and Liliana 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 programmes' - 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

Dual Immersion programmes (or two-way bilingual programes are a hot topic in bilingual education. In a dual immersion programme, half the students speak English and half the students are non-English speakers. Research indicates that this is a very effective programme for increasing the achievement levels of all students. Many organizations that oppose bilingual education are in favor of dual-immersion programmes. In this book, the authors illustrate how to provide school administrators, teachers and parents with basic knowledge needed for planning and implementing an effective two-way bilingual programme.

 
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

"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

"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

"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

"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. Calderon and Minaya-Rowe have been able to draw upon their vast experience in dual language implementation to present a complete picture of the most important components of successful programs."

Ana Maria Olezza, Director of Bilingual Programs
Hartford Public Schools, CT

"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 school or district’s systemic reform."

Anthony S. Amato, Superintendent
Hartford Public Schools, CT

“A technical, yet read-friendly book that teachers, administrators, community persons, and teacher educators will receive with great enthusiasm because of its clarity and usefulness.”

National Association for Bilingual Education News, November/December 2003

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