Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators

by Else Hamayan, Fred Genesee, Nancy Cloud

Overview

In this comprehensive guide to developing, implementing, and improving dual-language programs, internationally recognized experts Else Hamayan, Fred Genesee and Nancy Cloud address every aspect of a successful dual-language program, including:

• specific strategies for building community support for the program
• guidance for choosing a program model and planning curriculum across grade levels
• best-practice teaching strategies that promote content learning and language development
• guidelines for assessment and linking assessment to standards
• commentary from teachers, administrators, and instructional supervisors currently working within vibrant and successful dual-language programs
• helpful discussions of current research in the realm of dual-language instruction.

Whether you are with a school or district considering or putting together a dual-language program or you are looking to improve an existing program, let Dual Language Instruction from A to Z be your roadmap to excellence.

To preview a sample of Dual Language Instruction from A to Z click here.

Product Details

ISBN-13:	9780325042381
Publisher:	Heinemann
Publication date:	05/07/2013
Pages:	272
Product dimensions:	7.30(w) x 9.10(h) x 0.70(d)
Age Range:	5 - 11 Years

About the Author

Nancy Cloud is coauthor of the Heinemann title Literacy Instruction for English Language Learners. She is a Professor in the Feinstein School of Education and Human Development at Rhode Island College. She coordinates the M.Ed. in TESL Program and teaches graduate courses on second language and literacy development. She also works in schools, providing professional development on effective instructional practices and standards-based curriculum development for English Language Learners.

Fred Genesee is coauthor of the Heinemann titles Dual Language Instruction from A to Z and Literacy Instruction for English Language Learners. He is a professor in the Psychology Department at McGill University and the author of numerous articles and books on second language teaching and learning. His research focuses on the academic achievement, language, and literacy development of minority and majority language students in alternative forms of bilingual education. Fred served on the National Literacy Panel for Language Minority Children and Youth, which issued the report Developing Literacy in Second-Language Learners in 2006 and on the Center for Research on Education, Excellence, and Diversity report Educating English Language Learners: A Synthesis of Research Evidence (2006).

Else Hamayan is coauthor of the Heinemann titles Dual Language Instruction from A to Z and Literacy Instruction for English Language Learners. She is the former director of the Illinois Resource Center in Arlington Heights, Illinois, and currently resides in Argentina. She advises teachers and administrators in schools in the US and internationally. Her areas of interest are teaching English as a second language, English language learners with special education needs, cross-cultural learning, and dual language instruction.

Table of Contents

Foreword ix

Acknowledgments xi

Chapter 1 Foundations of Dual Language Education 1

Dual Language Learning in the Twenty-First Century 3

Globalization 3

Cultural Inclusiveness and Understanding 4

Pedagogical Advantages 6

Neurocognitive Advantages 7

Models of Dual Language Education 8

Foreign/Second Language Immersion 10

Developmental Bilingual Education 17

Two-Way Immersion 19

What Does Research Tell Us About DL Programs? 21

Can students really learn as much English in DL programs as students in English-only programs? 24

How can we explain the finding which shows that students in DL programs do just as well in English as students in English-only programs even though they have less exposure to English? 28

Do DL students attain the same levels of achievement in academic subjects as students in all-English programs? 30

Are DL programs suitable for students with special learning challenges? 33

Summary: Building a Successful Program 36

Chapter 2 The First Steps: Planning a Dual Language Program 43

Set a Solid Foundation 45

Get the Message Heard 47

Publicize Research Findings About DL Education 48

Show Success Through Students' and Parents' Voices 49

Show Confidence in the Model 50

Advocate on Behalf of the Program 50

Preparing the Groundwork 51

Within the School 51

In the Local Community 56

Program Goals 62

Incorporating Cross-Cultural Learning 62

Setting Long-Term Goals 62

Phasing in the Program 63

Designing the Program 64

Choosing a Program Model 64

The Language Allocation Plan 67

Coordinating with Other Programs in the School or District 78

Ways to Prepare for Teaching 79

Curriculum and Instruction 79

Recruiting 84

Teaching Staff 84

Students 85

Summary: Planning or Adjusting a Dual Language Program 86

Chapter 3 Planning for Instruction 87

Unit and Lesson Planning 88

Content Objectives 88

Language Objectives 90

Cross-Linguistic Objectives 94

The Importance of Cross-Linguistic Bridging 96

Cross-Cultural Objectives 97

General Learning Objectives 97

Planning for Instruction 98

Obtaining Resources 100

Setting Up the Physical Space 102

Getting to Know Your Students 104

Identifying Reading and Language Learning Difficulties in DL Students 104

Summary: Planning for Collaboration 113

Chapter 4 Teaching Academic Content 115

Overview of Our Model Science Unit 116

Inside the Planning Process 117

A Thematic Unit Planning Tool 117

Selecting Materials 127

Teaching Strategies and Activities for Active Learning 130

Planning Assessment 143

Outreach to the Community 148

Planning the Mathematics Component in English 149

Summary: Teaching Academic Content 156

Chapter 5 Language Teaching in Dual Language Programs 757

Developing Proficiency in Two Languages 158

Principles That Guide the Development of Two Languages in a DL Program 161

Programmatic Issues in Language Instruction 166

Do we include second language instruction as well as language arts instruction in our program? 166

Do we group students in TWI programs according to their home or dominant language for language instruction? 167

Do we begin literacy instruction in the students' home language or do we teach literacy simultaneously in the two languages? 169

Implications for Scheduling 170

Planning for Language Instruction 171

Using the Thematic Unit Planning Tool 172

Establishing a Focus for the Theme and Linking to Standards 172

Setting the Primary Objectives for the Unit 175

Setting the Secondary Objectives for the Unit 180

Locating Materials for Language-Focused Instruction 184

Teaching Strategies and Activities-Planning for Active Learning 187

A Three-Phase Plan for Instruction 188

Assessment 198

Summary: Language Teaching in Dual Language Programs 203

Chapter 6 Putting It All Together 205

Planning New Programs and Revising Existing Programs 211

Planning for Instruction 215

Conclusion 218

Appendix A A Thematic Unit Planning Tool 279

Appendix B Resources Related to Metamorphosis (in English and in Spanish) 221

Appendix C Sample Activities for the Preview Phase of Our Model Lesson 223

Appendix D Sample Activities for the Metamorphosis Unit (to be Conducted in Spanish) 224

Appendix E Scientific Processes Rubric (for Content Objectives) 225

Appendix F Resources for the Mathematics Component of the Unit (for Delivery in English) 226

Appendix G Activities for Outreach to the Community 228

Appendix H A List of Selected Materials to Use in Spanish and English for a Unit on Hurricanes 229

Appendix I Sample Activities for the Focused Learning Phase in English 231

Appendix J Reading Assessment Tools 233

References 235

Index 243