000 08874pam a2201189 a 4500
999 _c2712
_d2712
001 ocm02977717
003 OSt
005 20230102051658.0
008 030418s2004 maua b 001 0 eng
010 _a2003050283
020 _a0205343813 (pbk)
035 _a(OCoLC)52127467
040 _aDLC
_cDLC
_dJCRC
_beng
_dOrPss
042 _apcc
043 _an-us---
049 _aGUAA
050 0 0 _aLC3731
_b.S665 2004
050 0 0 _aLC3731
050 0 0 _aLC3731
050 0 0 _aLC3731
099 _aLC 3731 .S665 2004
100 1 _aSoltero, Sonia W.
110 _aDePaul University
245 1 0 _aDual Language :
_bTeaching and Learning in Two Languages /
_cSonia W. Soltero.
260 _aBoston :
_bPearson Education, Inc,
_c2004.
300 _axiv, 177 p. :
_bb&w ill. ;
_c28 cm.
504 _aIncludes bibliographical references (p. 165-171) and index.
505 _a«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.»
505 _aKey Features:
_t Includes the theoretical and sociopolitical context of dual language and bilingual education, placing dual language education within the larger context of bilingual education.
_tContains best practices and instructional materials for dual language education, giving specific strategies and materials that are optimum for dual language education.
_tOffers specific ideas for building and maintaining an effective dual language program.
_tProvides a synthesis of the various types of dual language models, their fundamental features, goals, and organizational elements.
_tOffers key features, ideas, and recommendations that should be considered during the planning and organizational phase of implementation of dual language programs.
_tDescribes specific elements and features present in the effective dual language programs, as well as samples of weekly classroom schedules and suggestions." (Book Cover)
505 _aTABLE OF CONTENTS
505 _aPreface
505 _a1. DUAL LANGUAGE AND BILINGUAL EDUCATION
505 _aA working definition of dual language education
505 _aBilingual education and second language program models
_tProgram Models for Second Language Learners
_tSubtractive Second Language Models - Submersion -- Structured English Immersion -- English as a Second Language -- Newcomer Centers -- Transitional Bilingual Education, Early-Exit and Late-Exit
_tAdditive Second Language Models - Maintenance Bilingual Education -- Bilingual Immersion
505 _aA Closer Look At Dual Language Education
_tDual Language Education and Bilingualism
_tPoints of Clarification
_tDual Language Education Goals
_tEffectiveness of Dual Language Education
505 _aSummary
505 _aDiscussion Questions
505 _aField-Based Inquiry
505 _aFurther Reading
505 _a2. DUAL LANGUAGE PROGRAM MODELS AND FEATURES
505 _aDual Language Program Models
_tTotal Immersion
_tPartial Immersion
_tTotal or Partial Immersion?
505 _aProgram Fundamentals
_tLength of Program
_tParent Collaboration
_tA Balanced Language Population
505 _aLanguage Considerations
_tLanguage Distribution
_tSeparation of the Two Languages
_tCodeswitching in the Classroom
_tLanguage of Initial Literacy
_tLanguage of Homework
505 _aLanguage Grouping
_tClassroom Organization and Grouping - Self-Contained -- Team-teaching
_tQuality Bilingual Instruction
505 _aSummary
505 _aDiscussion Questions
505 _aField-Based Inquiry
505 _aFurther Reading
505 _a3. THEORETICAL CONSTRUCTS
505 _aLanguage Acquisition
_tFirst Language Acquisition - Behaviorist Perspective -- Nativist Perspective -- Interactionist Perspective
505 _aCharacteristics of language Development
505 _aSecond Language Acquisition
_tLanguage Deficiency Myth
_tEnglish Exposure Myth
_tCurrent Perspectives
505 _aBilingual and Sociocultural Perspectives
505 _aLiteracy Development
_tDeveloping Literacy in Two Languages
505 _aSummary
505 _aDiscussion Questions
505 _aField Based Inquiry
505 _aFurther Reading
505 _a4. PLANNING CONSIDERATIONS
505 _aGathering Information
_tReviewing Current Theory and Research Literature
_tVisit Dual Language Programs - Established Programs -- New Programs
_tConsult Knowledgeable Agencies
_tParent and Community Involvement in the Planning Stages
505 _aWriting a Strategic Plan
_tVision, Mission, and Philosophy Statements
_tProjected Timeline of Implementation
_tProgrammatic Goals and Student Outcomes - Programmatic Goals -- Student Outcomes
_tProgram Description - Program Model -- School-Wide strand -- Classroom Organization
505 _aAdditional Program Considerations
_tAdministrative Considerations - Admissions Process -- Placement Procedures -- Administrative Support -- Funding sources
_tStaff Considerations - Professional Development and Teacher preparation -- Curriculum and Organization Planning -- The Overall School Community -- Information Dissemination -- Promoting the Program
505 _aSummary
505 _aDiscussion Questions
505 _aField Based Inquiry
505 _aFurther Reading
505 _a5. DUAL LANGUAGE INTO PRACTICE
505 _aLearning Components
_tSecond Language Development
_tLiteracy development
_tContent Areas
_tMulticultural Curriculum
505 _aTeaching Components
_tHome Connection
_tCooperative Learning and Grouping for Academic Instruction
_tThematic Approach
_tIntegrated Curriculum
_tLiterature-Based Curriculum
_tSheltered Instruction - English Language Development -- Modifications
_tAuthentic Assessment - Portfolio -- Observation -- Anecdotal Observation -- Anecdotal Record -- Observational Chart -- Checklist -- Rubric -- Self-Assessment
505 _aSummary
505 _aDiscussion Questions
505 _aField Based Inquiry
505 _aFurther Reading
505 _a6. INSTRUCTIONAL PRACTICES AND RESOURCES
505 _aTeaching and Learning Practice
505 _aCooperative Grouping and Partner Strategies
_tIn Groups
_tIn Pairs
505 _aEffective Teaching and Learning Strategies
_tAnticipation Guides
_tLanguage Experience Approach
_tPattern Language or Predictable Books
_tPreview-Review
_tTotal Physical Response
505 _aGraphic Organizers
505 _aInstructional Resources
_tBilingual and Multicultural Children's Literature - Multicultural Children's Literature -- Bilingual Children's Literature
_tMultimedia Resources
_tTechnology
505 _aSummary
505 _aDiscussion Questions
505 _aField Based Inquiry
505 _aFurther Reading
505 _a7. BUILDING AND MAINTAINING A MODEL PROGRAM
505 _aConsideration in Maintaining an Effective Program
_tAdministrative Support
_tOngoing Professional Development
_tDual Language Teacher and Staff Meetings
_tRevitalizing the Program
505 _aTroubleshooting
_tTeacher Ambivalence
_tParent and Community Skepticism
_tShortage of Qualified Teachers
_tImbalance of Students from Each Language Group
505 _aSummary
505 _aDiscussion Questions
505 _aField Based Inquiry
505 _aFurther Reading
505 _aA APPENDIX - CHILDREN'S LITERATURE AND PREK-8 PUBLISHERS
505 _aB APPENDIX - STAFF DEVELOPMENT VIDEOS
505 _aC APPENDIX - PROFESSIONAL ORGANIZATIONS AND REASEARCH CENTERS
505 _aD APPENDIX - INSTRUCTIONAL SOFTWARE
505 _aGLOSSARY OF TERMS AND ACRONYMS
505 _aREFERENCES
505 _aINDEX
520 _aSoltero (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)
650 0 _aEducation, Bilingual
_zUnited States.
856 _zCheck the UO Library catalog.
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991004024299705161
942 _2z
_cBK