Fred Genesee

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 ofDual Language Instruction from A to Zclick here.

Prepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.WHAT’S NEW:- New chapter on supporting heritage language development in children with immigration backgrounds- Important updates throughout the book on best practices and recent research findings from the field- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

The study of families and educators who successfully sustain children's linguistic resources is a novelty in current educational research, where focus has largely been on the development of students' English language skills. In this book, Alison L. Bailey and Anna V. Osipova provide a systematic examination of the beliefs and practices of parents and educators who share the common goal of improving educational and social outcomes for multilingual children. Giving voice to parents and educators, they explore the strategies being devised to foster multilingualism and support its development both at home and in the classroom. This book presents new research findings and combines these with compelling firsthand accounts of the successes and concerns of both families and educators, making its content pertinent to a wide audience of researchers and a range of higher education courses.

CLIL in Context is a comprehensive, practical guide to CLIL in different educational contexts. The authors provide tips on how to implement CLIL for majority language students in dual language programs, for minority and indigenous language students who are learning through a second language and for students learning an additional language in foreign language contexts. They provide plenty of real life examples and useful tools for working with the community, planning instruction, selecting materials and assessing student learning. All of this is supported by commentaries from educators and students around the world who have adopted a CLIL approach.

The study of families and educators who successfully sustain children's linguistic resources is a novelty in current educational research, where focus has largely been on the development of students' English language skills. In this book, Alison L. Bailey and Anna V. Osipova provide a systematic examination of the beliefs and practices of parents and educators who share the common goal of improving educational and social outcomes for multilingual children. Giving voice to parents and educators, they explore the strategies being devised to foster multilingualism and support its development both at home and in the classroom. This book presents new research findings and combines these with compelling firsthand accounts of the successes and concerns of both families and educators, making its content pertinent to a wide audience of researchers and a range of higher education courses.

This book details investments required for establishing successful bi-/trilingual education programmes and discusses administrative, community legislative, political, societal and institutional complexities that shape bi-/trilingual education. It will help readers anticipate potential consequences of various programme development decisions and prepare them for both expected and unexpected outcomes. The complexities of bi-/trilingual education are organised using an innovative conceptual framework of forces, mechanisms and counterweights. This conceptual framework is used to analyse 13 case studies from five continents. In addition, six 'voices-from-the-field' provide the first-hand accounts of educational professionals working in bilingual programmes.

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

This non-technical text guides foreign and second language educators in the use of classroom-based assessment.

This text has been written to help foreign and second language educators in planning and carrying out effective and comprehensive evaluations in their classrooms. The book emphasizes the value of classroom-based assessment as a tool for improving both teaching and learning. While firmly grounded in current research, the presentation is non-technical and does not require specialized background in psychometrics, statistics, or research. The suggested assessment procedures are useful for a broad range of proficiency levels, teaching situations, and instructional approaches. Preview questions and follow-up activities assist the reader in applying the material discussed in each chapter.

This text brings together the work of 15 elementary education experts who support an integrative approach to educating second language children. The paperback edition is a collection of articles from fourteen elementary education experts who espouse an integrative approach to second language education - one that goes beyond language teaching methodology - to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with second language development, but with the development of the whole child. Rather than focusing on language instruction, it addresses the entire curriculum, and instead of restricting itself to classroom learning, it examines the role of the school, family, and community.