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Dual Language Essentials for Teachers and Administrators, Second Edition

By Yvonne S Freeman, David E Freeman, Sandra Mercuri

The Second Edition of a classic resource on implementing dual language programs, by David and Yvonne Freeman.

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Full Description

Dual Language Essentials for Teachers and Administrators has been widely used as a guide for planning and implementing dual language programs.  The Second Edition provides the latest theory, research, and best practices by drawing on the experiences of administrators and teachers in successful one-way and two-way bilingual dual language programs. 

Readable and practical, this edition features:

• video clips illustrating powerful and effective strategies in dual language classrooms
• an explanation of translanguaging and the changing views of bilinguals and bilingualism
• examples of teachers using translanguaging strategies
• the addition of essentials for secondary dual language programs
• an explanation of long- and short-term curriculum planning and implementation
• a discussion of academic and social equity in dual language programs
• a description of best practices in biliteracy instruction.

Dual Language Essentials for Teachers and Administrators, Second Edition will be your essential guide for planning and implementing a dual language program.

Additional Resource Information

(click any section below to continue reading)


1. Dual Language Programs: Growth, Rationale, and Models

2. History and Language Use in Dual Language Programs

3. Whole-School Essentials

4. Administrator and Administrator/Teacher Collaboration Essentials

5. Teacher Essentials

6. Curriculum Goals, Planning, and Implementation Essentials

7. Biliteracy Essentials

In Depth

We begin the first chapter by reviewing the importance of bilingualism and biliteracy in the twenty-first century as transnationalism and economic globalization have transformed twentieth-century notions of a nation state with a single language into the reality of a multilingual and multicultural world. We review the growth of bilingual students in schools and then describe compensatory and enrichment programs for English learners. We also discuss the labels for students in dual language programs and the benefits of becoming bilingual and biliterate through bilingual dual language education. 

In Chapter 2 we review the historical content of dual language programs and the history of dual language programs in the United States connecting that history to different orientations toward the language of English learners. We look at the growth of dual language programs in the United States and consider changing views of bilinguals and the shifts in the goal of dual language programs. We conclude Chapter 2 by examining misconceptions about language use in bilingual programs. We suggest ways to draw on the full linguistic repertoires of emergent bilinguals by using translanguaging strategies. 

We organized this book around a set of essentials for dual language. Chapter 3 begins the discussion of the essentials by considering essentials for the whole school. In Chapter 4 we explain essentials for administrators and for administrators and teachers working together. Chapter 5 focuses on teacher essentials, and we also discuss the different kinds of teachers in dual language classes. Chapter 6 focuses on curriculum essentials, including goals, planning, and implementation, and Chapter 7 describes biliteracy essentials. In each chapter we outline the essentials for the chapter in detail providing examples of how schools have implemented these essentials. 

— Chapter 1