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

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Margarita Espino Calderon, Liliana Minaya-Rowe
Corwin Press, Jan 23, 2003 - Education - 244 pages
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`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 Caldern 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.

  

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Contents

Planning and Designing a TwoWay Bilingual Program
23
Comprehensive Curriculum Models for a TwoWay Program
39
The Alicia R Chacón International School
53
Instructional Techniques
85
The Importance
107
Using Writing to Promote
133
Assessing SecondLanguage Learners
149
Staff Development and Teacher Learning Communities
169
Reaching Out to Parents
189
Evaluation Research and Conclusions
207
Resources for TwoWay Bilingual Programs
221
Index
241
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About the author (2003)

Dr. Margarita Calderón is a Professor Emeritus and Senior Research Scientist at the Johns Hopkins University’ School of Education. She serves on national panels and committees such as: National Research Council’s Committee on Teacher Preparation, National Literacy Panel for Language Minority Children and Youth, Carnegie Adolescent ELL Literacy Panel, The WIDA Formative Language Assessment Records for ELLs (FLARE) in Secondary School, National Institute for Family Literacy (NIFL) Multicultural Advisory, Professional Advisory Board of the National Center for Learning Disabilities, and ETS Visiting Panel on Research. She is principal investigator in a 5-year study in middle and high schools called ExC-ELL on professional development of science, social studies, and language arts teachers of ELLs, and RIGOR for teaching language, reading and content to SIFE, ELLs in Special Education, and Newcomers funded by the Carnegie Corporation of New York. She is Co-PI with Robert Slavin on the 5-year randomized evaluation of English immersion, transitional, and two-way bilingual elementary programs funded by the Institute for Education Sciences/U.S. Dept. of Education. Other research has been funded by the U.S. Department of Education, U.S. Department of Labor, National Institutes of Health, and Texas Education Agency.

She has over 100 publications. Three recent publications are: The McGraw-Hill LEAD21 and Science Essentials for ELLs; Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Area, and Designing, Implementing and Evaluating Two-Way Bilingual programs by Corwin Press. She is an international speaker and conducts comprehensive professional development programs throughout the country.

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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