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

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SAGE Publications, 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 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.

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About the author (2003)

Margarita Calderón, a native of Juárez, Mexico, is Professor Emerita and Senior Research Scientist at Johns Hopkins University’s Graduate School of Education. She is President/CEO of Margarita Calderón & Associates, Inc.

Margarita has served on several national panels, among others: the National Research Council’s Committee on Teacher Preparation; the U. S. Department of Education Institute for Education Sciences’ National Literacy Panel for Language Minority Children and Youth; the Carnegie Adolescent English Language Learners Literacy Panel; and the California Pre-School Biliteracy Panel.

She was principal investigator in three five-year studies on Expediting Reading Comprehension for English Language Learners (ExC-ELLTM) Programs, one that focuses on professional development of science, social studies, and language arts teachers in New York City’s middle and high schools, funded by the Carnegie Corporation of New York; and two other studies, the Bilingual Cooperative Reading and Composition (BCIRC) in El Paso, Texas, and another funded by the U. S. Department of Education in the Pacific Islands for fourth- and fifth-grade teachers and students, and in middle and high schools in Alaska.

She was co-principal investigator with Robert Slavin on the five-year national randomized evaluation of English immersion, transitional, and two-way bilingual programs, funded by the Institute for Education Sciences.

She has published over 100 articles, chapters, books, and teacher training manuals and is invited to present at national and international conferences and professional development events.

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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