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Supporting Language Development
Books and videos
- Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd
Edition). Clevedon: Multilingual Matters.
Bilingualism is presented in the context of national and local educational and
social institutions. The latest edition of the textbook covers issues including
second language acquisition, language testing, and language policy, such as the
controversial Proposition 227 in California
- Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, & Cognition.
New York: Cambridge University Press.
This book explores the language and cognitive development of bilingual
children in preschool and the authors own theoretical framework for interpreting
the
differences between the performance of bilingual and monolingual children.
The author examines
research examining language acquisition, metalinguistic ability, literacy
and problem solving, which shows that bilingualism has a significant impact
on children’s
ability to selectively attend to relevant information. Implications regarding
the education and social circumstances of bilingual children are discussed.
- Calderon, M. E., & Minaya-Rowe, L. (2003). Designing and Implementing
Two-Way Bilingual Programs. Thousand Oaks, CA: Corwin Press.
This handbook provides school administrators, teachers, and parents with some
essential elements to help their students gain literacy in two languages, increase
cross-cultural understanding, and meet high levels of achievement in all core
academic areas. It promotes proficiency in two languages and also includes strategies
for building learning communities for dual-language teachers, professional development
plans that meet the specific needs of dual-language programs, and tips for involving
parents.
- California Department of Education Press. (1998). Assessing and Fostering
the Development of a First and Second Language in Early Childhood: A
Training Manual. Sacramento, CA: Author.
This manual is for training staff and parents who work in a preschool program
to foster language development in children from diverse backgrounds.
- California Department of Education Press. (1998). Observing Preschoolers:
Assessing First and Second Language Development. Sacramento, CA: Author.
This video is a good resource for learning how to distinguish, through
observation, a true disability from just a difference in a child’s
culture or language.
- California Department of Education Press. (1998). Talking with Preschoolers.
Sacramento, CA: Author.
This video is designed to help preschool team members and family members to develop
skills and strategies for meeting the needs of culturally and linguistically
diverse children.
- Einkorn, K. (2001). Easy & Engaging ESL Activities and Mini-Books
for Every Classroom: Terrific Teaching Tips, Games, Mini-Books & More
to Help New Students from Every Nation Build Basic English Vocabulary
and Feel
Welcome!
Jefferson
City, MO: Scholastic Inc.
This easy-to-use guide contains tips on preparing for new students,
who are learning English as a second language, ways to assess their
needs
and abilities,
and how
to communicate with the students’ families. Contains vocabulary building
thematic mini-books, games, and reproducible. Meets TESOL standards.
- Freeman, Y. S., Freeman, D. E., & Mercuri, S. P. (2004). Dual Language
Essentials for Teachers and Administrators. Portsmouth, NH: Heinemann.
This book provides the guiding principles and practices for successful dual language
or two-way bilingual education and is based on the extensive research conducted
by the authors. Topics relate to administration, teaching, curriculum, literacy,
planning, and assessment. Each topic is illustrated with stories and specific
examples drawn from many different bilingual classrooms.
- Gravelle, M. (2000). Planning For Bilingual Learners: An Inclusive
Curriculum. Stokes on Trent: Trentham Books.
This book offers a framework for teachers to include bilingual learners in their
curriculum planning. It offers guidance from experienced teachers on ways to
plan the curriculum so that it is accessible to all children in primary and secondary
classrooms and in a range of curriculum areas.
- Gregory, E. (ed.). (1997). One Child, Many Worlds: Early Learning
in Multicultural Communities. New York: Teacher’s College Press.
The authors look at the scope of out-of-school language and learning practices
(the role of care givers, siblings, and community language classes) and go on
to look at the ways in which the teacher can act as mediator of a new language
and culture in school.
- Herrell, A. L., & Jordan, M. (2003). Fifty Strategies for Teaching
English Language Learners, Second Edition. Prentice Hall.
This practical, hands-on book provides fifty carefully-chosen strategies to help
English language learners understand content materials and improve their skills
in speaking, reading, writing, and listening in English. Each strategy contains
implementation instructions and is specifically tied to the most current ELL
standards, including the use of current Teachers of English to Speakers of Other
Languages (TESOL) standards. Provides non-traditional assessment ideas such as
anecdotal records, performance samples, and portfolios.
- Peregoy,S. F., & Boyle, O. F. (2004). Reading, Writing and Learning
in ESL: A Resource Book for K-12 Teachers (4th Ed.). Boston: Allyn & Bacon
This book provides a wealth of practical strategies for promoting literacy and
language development in English language learners (K-12). It takes a unique approach
by exploring contemporary language acquisition theory as it relates to instruction
and providing suggestions and methods for motivating and involving ELL students.
Topics new to this edition include updated assessment, using standards in instruction,
sociocultural issues of language acquisition, education policy, and comprehension
and metacognition.
- Tabors, P. O. (1997). One Child, Two Languages: A Guide for Preschool
Educators of Children Learning English as a Second Language. Baltimore:
Paul H. Brookes
Publishing Co.
This book explains how teachers can accommodate the growing population of culturally
and linguistically diverse children in their classrooms. It offers techniques
to facilitate the natural progression of language acquisition in young children,
ways to create a supportive classroom environment for English language learners,
and stresses the importance of acknowledging the home languages and cultures
of students.
- Tse, L. (2001). “Why Don’t They Learn English?”: Separating Fact and
Fallacy in the U.S. Language Debate. New York: Teacher’s College Press.
This compelling book examines the often cited, but poorly supported, claims that
immigrants fail to learn English, and the mistaken belief that immigrant communities
cling to their heritage languages.
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