This indispensable handbook includes professional development plans that meet the specific needs of dual-language programs, strategies for building learning communities for dual-language teachers, and tips for involving parents.
Designing and Implementing Two-Way Bilingual Programs
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Editorial Reviews
Review
"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 )
"This book is an excellent resource for educators interested in developing bilingual capacity in American school children." (Diane August, Director )
"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 )
"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 )
“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 )
"This book is an excellent resource for educators interested in developing bilingual capacity in American school children." (Diane August, Director )
"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 )
"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 )"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 )
“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 )
About the Author
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.
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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4.0 out of 5 stars
Great bilingual resource,
By T. M. (Nevada, USA) - See all my reviews
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This review is from: Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents (Paperback)
This book is well-written -- an easy read, and well-indexed. It is easy to search for information within it.What I liked most about it, is that is explained some of the most common bilingual education models. It tells their characteristics and their achievements. I wish it would have had more ideas of other types of models, but if you're looking for the most common & successful ones, I think you'll find them listed in here.
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Inside This Book
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First Sentence:
This how-to book is for teachers, school and district administrators, policymakers, program coordinators, evaluators, and community leaders in the United States and other countries who are planning two-way bilingual (TWB) programs, Grades K-12. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
bilingual cooperative integrated reading, dual language education, teachers learning communities, buddy buzz, language majority students, oral language proficiency, language minority students, oral language development, immersion education, echo reading, children with homework, partner reading, implementing the objectives, effective pedagogy, bilingual program, bilingual education, cooperative learning strategies Key Phrases - Capitalized Phrases (CAPs): (learn more)
Chacón School, United States, Department of Education, Lee Conmigo, Mexican American, Alas Para Leer, Bureau of the Census, Hueco Elementary, Reading Roots, Reading Wings, Éxito Para Todos, Reading Together, Valdez Pierce New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
This how-to book is for teachers, school and district administrators, policymakers, program coordinators, evaluators, and community leaders in the United States and other countries who are planning two-way bilingual (TWB) programs, Grades K-12. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
bilingual cooperative integrated reading, dual language education, teachers learning communities, buddy buzz, language majority students, oral language proficiency, language minority students, oral language development, immersion education, echo reading, children with homework, partner reading, implementing the objectives, effective pedagogy, bilingual program, bilingual education, cooperative learning strategies Key Phrases - Capitalized Phrases (CAPs): (learn more)
Chacón School, United States, Department of Education, Lee Conmigo, Mexican American, Alas Para Leer, Bureau of the Census, Hueco Elementary, Reading Roots, Reading Wings, Éxito Para Todos, Reading Together, Valdez Pierce New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 14
books:
See all 14 books this book cites
1
book
cites this book:
- Bilingual Education in Elementary and Secondary School Communities: Toward Understanding and Caring by Christian J. Faltis on 7 pages
- Dual Language Education (Bilingual Education and Bilingualism) by Kathryn Lindholm-Leary on page 24, and Back Matter
- Bilingual Education: From Compensatory to Quality Schooling by María Estela Brisk in Back Matter
- Bilingual Education: History, Politics, Theory, and Practice by James Crawford in Back Matter
- Cooperative Learning: Theory, Research and Practice (2nd Edition) by Robert E. Slavin on page 101
See all 14 books this book cites
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