Includes bibliographical references (p. 165-171) and index.

«Finally, the ultimate practical, hands-on training guide in dual language instruction that you have been looking for. This text leaves no stone unturned by directly addressing questions posed by practitioners, administrators, and parents regarding dual language fundamentals. The comprehensive book provides all the resources you need to create concrete and practical guidelines for the planning, organization, implementation, and maintenance of effective dual language bilingual education programs.»

Key Features:
Includes the theoretical and sociopolitical context of dual language and bilingual education, placing dual language education within the larger context of bilingual education.
Contains best practices and instructional materials for dual language education, giving specific strategies and materials that are optimum for dual language education.
Offers specific ideas for building and maintaining an effective dual language program.
Provides a synthesis of the various types of dual language models, their fundamental features, goals, and organizational elements.
Offers key features, ideas, and recommendations that should be considered during the planning and organizational phase of implementation of dual language programs.
Describes specific elements and features present in the effective dual language programs, as well as samples of weekly classroom schedules and suggestions." (Book Cover)

TABLE OF CONTENTS

Preface

1. DUAL LANGUAGE AND BILINGUAL EDUCATION

A working definition of dual language education

Bilingual education and second language program models Program Models for Second Language Learners Subtractive Second Language Models - Submersion -- Structured English Immersion -- English as a Second Language -- Newcomer Centers -- Transitional Bilingual Education, Early-Exit and Late-Exit Additive Second Language Models - Maintenance Bilingual Education -- Bilingual Immersion

A Closer Look At Dual Language Education Dual Language Education and Bilingualism Points of Clarification Dual Language Education Goals Effectiveness of Dual Language Education

Summary

Discussion Questions

Field-Based Inquiry

Further Reading

2. DUAL LANGUAGE PROGRAM MODELS AND FEATURES

Dual Language Program Models Total Immersion Partial Immersion Total or Partial Immersion?

Program Fundamentals Length of Program Parent Collaboration A Balanced Language Population

Language Considerations Language Distribution Separation of the Two Languages Codeswitching in the Classroom Language of Initial Literacy Language of Homework

Language Grouping Classroom Organization and Grouping - Self-Contained -- Team-teaching Quality Bilingual Instruction

Summary

Discussion Questions

Field-Based Inquiry

Further Reading

3. THEORETICAL CONSTRUCTS

Language Acquisition First Language Acquisition - Behaviorist Perspective -- Nativist Perspective -- Interactionist Perspective

Characteristics of language Development

Second Language Acquisition Language Deficiency Myth English Exposure Myth Current Perspectives

Bilingual and Sociocultural Perspectives

Literacy Development Developing Literacy in Two Languages

Summary

Discussion Questions

Field Based Inquiry

Further Reading

4. PLANNING CONSIDERATIONS

Gathering Information Reviewing Current Theory and Research Literature Visit Dual Language Programs - Established Programs -- New Programs Consult Knowledgeable Agencies Parent and Community Involvement in the Planning Stages

Writing a Strategic Plan Vision, Mission, and Philosophy Statements Projected Timeline of Implementation Programmatic Goals and Student Outcomes - Programmatic Goals -- Student Outcomes Program Description - Program Model -- School-Wide strand -- Classroom Organization

Additional Program Considerations Administrative Considerations - Admissions Process -- Placement Procedures -- Administrative Support -- Funding sources Staff Considerations - Professional Development and Teacher preparation -- Curriculum and Organization Planning -- The Overall School Community -- Information Dissemination -- Promoting the Program

Summary

Discussion Questions

Field Based Inquiry

Further Reading

5. DUAL LANGUAGE INTO PRACTICE

Learning Components Second Language Development Literacy development Content Areas Multicultural Curriculum

Teaching Components Home Connection Cooperative Learning and Grouping for Academic Instruction Thematic Approach Integrated Curriculum Literature-Based Curriculum Sheltered Instruction - English Language Development -- Modifications Authentic Assessment - Portfolio -- Observation -- Anecdotal Observation -- Anecdotal Record -- Observational Chart -- Checklist -- Rubric -- Self-Assessment

Summary

Discussion Questions

Field Based Inquiry

Further Reading

6. INSTRUCTIONAL PRACTICES AND RESOURCES

Teaching and Learning Practice

Cooperative Grouping and Partner Strategies In Groups In Pairs

Effective Teaching and Learning Strategies Anticipation Guides Language Experience Approach Pattern Language or Predictable Books Preview-Review Total Physical Response

Graphic Organizers

Instructional Resources Bilingual and Multicultural Children's Literature - Multicultural Children's Literature -- Bilingual Children's Literature Multimedia Resources Technology

Summary

Discussion Questions

Field Based Inquiry

Further Reading

7. BUILDING AND MAINTAINING A MODEL PROGRAM

Consideration in Maintaining an Effective Program Administrative Support Ongoing Professional Development Dual Language Teacher and Staff Meetings Revitalizing the Program

Troubleshooting Teacher Ambivalence Parent and Community Skepticism Shortage of Qualified Teachers Imbalance of Students from Each Language Group

Summary

Discussion Questions

Field Based Inquiry

Further Reading

A APPENDIX - CHILDREN'S LITERATURE AND PREK-8 PUBLISHERS

B APPENDIX - STAFF DEVELOPMENT VIDEOS

C APPENDIX - PROFESSIONAL ORGANIZATIONS AND REASEARCH CENTERS

D APPENDIX - INSTRUCTIONAL SOFTWARE

GLOSSARY OF TERMS AND ACRONYMS

REFERENCES

INDEX

Soltero (bilingual-bicultural education, DePaul U.) presents a text for preservice and in-service teachers, administrators, and other professional educators who are or will be involved in the planning and operation of dual language education. The author examines the pedagogical and organizational principles of dual language education, and outlines the specific conditions and features necessary for effective implementation for such a program. The text includes vignettes of actual classroom and school practices and events illustrating the material in each chapter. Annotation  2004 Book News, Inc., Portland, OR (booknews.com)