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| Foreword | |
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| Acknowledgments | |
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| Foundations of Dual Language Education | |
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| Dual Language Learning in the Twenty-First Century | |
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| Globalization | |
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| Cultural Inclusiveness and Understanding | |
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| Pedagogical Advantages | |
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| Neurocognitive Advantages | |
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| Models of Dual Language Education | |
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| Foreign/Second Language Immersion | |
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| Developmental Bilingual Education | |
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| Two-Way Immersion | |
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| What Does Research Tell Us About DL Programs? | |
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| Can students really learn as much English in DL programs as students in English-only programs? | |
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| How can we explain the finding which shows that students in DL programs do just as well in English as students in English-only programs even though they have less exposure to English? | |
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| Do DL students attain the same levels of achievement in academic subjects as students in all-English programs? | |
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| Are DL programs suitable for students with special learning challenges? | |
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| Summary: Building a Successful Program | |
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| The First Steps: Planning a Dual Language Program | |
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| Set a Solid Foundation | |
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| Get the Message Heard | |
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| Publicize Research Findings About DL Education | |
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| Show Success Through Students' and Parents' Voices | |
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| Show Confidence in the Model | |
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| Advocate on Behalf of the Program | |
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| Preparing the Groundwork | |
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| Within the School | |
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| In the Local Community | |
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| Program Goals | |
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| Incorporating Cross-Cultural Learning | |
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| Setting Long-Term Goals | |
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| Phasing in the Program | |
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| Designing the Program | |
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| Choosing a Program Model | |
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| The Language Allocation Plan | |
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| Coordinating with Other Programs in the School or District | |
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| Ways to Prepare for Teaching | |
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| Curriculum and Instruction | |
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| Recruiting | |
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| Teaching Staff | |
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| Students | |
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| Summary: Planning or Adjusting a Dual Language Program | |
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| Planning for Instruction | |
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| Unit and Lesson Planning | |
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| Content Objectives | |
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| Language Objectives | |
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| Cross-Linguistic Objectives | |
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| The Importance of Cross-Linguistic Bridging | |
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| Cross-Cultural Objectives | |
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| General Learning Objectives | |
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| Planning for Instruction | |
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| Obtaining Resources | |
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| Setting Up the Physical Space | |
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| Getting to Know Your Students | |
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| Identifying Reading and Language Learning Difficulties in DL Students | |
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| Summary: Planning for Collaboration | |
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| Teaching Academic Content | |
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| Overview of Our Model Science Unit | |
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| Inside the Planning Process | |
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| A Thematic Unit Planning Tool | |
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| Selecting Materials | |
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| Teaching Strategies and Activities for Active Learning | |
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| Planning Assessment | |
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| Outreach to the Community | |
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| Planning the Mathematics Component in English | |
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| Summary: Teaching Academic Content | |
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| Language Teaching in Dual Language Programs | |
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| Developing Proficiency in Two Languages | |
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| Principles That Guide the Development of Two Languages in a DL Program | |
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| Programmatic Issues in Language Instruction | |
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| Do we include second language instruction as well as language arts instruction in our program? | |
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| Do we group students in TWI programs according to their home or dominant language for language instruction? | |
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| Do we begin literacy instruction in the students' home language or do we teach literacy simultaneously in the two languages? | |
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| Implications for Scheduling | |
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| Planning for Language Instruction | |
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| Using the Thematic Unit Planning Tool | |
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| Establishing a Focus for the Theme and Linking to Standards | |
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| Setting the Primary Objectives for the Unit | |
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| Setting the Secondary Objectives for the Unit | |
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| Locating Materials for Language-Focused Instruction | |
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| Teaching Strategies and Activities-Planning for Active Learning | |
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| A Three-Phase Plan for Instruction | |
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| Assessment | |
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| Summary: Language Teaching in Dual Language Programs | |
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| Putting It All Together | |
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| Planning New Programs and Revising Existing Programs | |
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| Planning for Instruction | |
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| Conclusion | |
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| A Thematic Unit Planning Tool | |
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| Resources Related to Metamorphosis (in English and in Spanish) | |
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| Sample Activities for the Preview Phase of Our Model Lesson | |
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| Sample Activities for the Metamorphosis Unit (to be Conducted in Spanish) | |
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| Scientific Processes Rubric (for Content Objectives) | |
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| Resources for the Mathematics Component of the Unit (for Delivery in English) | |
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| Activities for Outreach to the Community | |
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| A List of Selected Materials to Use in Spanish and English for a Unit on Hurricanes | |
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| Sample Activities for the Focused Learning Phase in English | |
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| Reading Assessment Tools | |
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| References | |
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| Index | |