Designing and Implementing Two-Way Bilingual Programs

Margarita Calderon, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners' language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction. The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderon's most recent professional book is Teaching Reading to English Language Learners, Grades 6-12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate-Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities. Dr. Calderon has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators. Born in Juarez, Mexico, Dr. Calderon was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California. 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.

Foreword by Robert E. Slavin Preface About the Authors Part I: Starting Two-Way Bilingual Programs 1. Why Two-Way Bilingual Programs? 2. Planning and Designing Two-Way Bilingual Programs 3. Comprehensive Curriculum Models 4. Case Study: The Alicia R. Chacon International School Part II: Implementing Effective Instruction 5. Instructional Techniques and Activities for Second-Language Learners 6. Effective and Replicable Literacy Models 7. Using Writing to Promote Reading and Oral Language Development 8. Assessing Second-Language Learners Part III: Involving Teachers and Parents 9. Staff Development and Teacher Learning Communities 10. Reaching Out to Parents 11. Evaluation and Research Resource A: Resources for Two-Way Bilingual Programs Resource B: List of Acronyms References Index

"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 "Calderon 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