In this book, authors mesh two philosophies about language: the whole language approach that is sweeping across reading/learning and current theory of language acquisition pervading the bilingual community. The thrust of most bilingual research is that the learner should learn in his own language using natural approaches and then learn English as a second language. Typically, much of the instruction in languages other than English have used rote methods. This book shows how one would learn using an integrated and literacy-based approach to language acquisition and development.

This book focuses on teaching those students who are bilingual, handicapped, and in need of special instruction. It responds to the complex and practical issues in reaching the goal of teaching these students in an effective way. The common, underlying theme of the book is that such ways can be found and implemented in creating diversity of opportunity for teaching bilingual exceptional students. The book has three central themes: to present an overview of the emerging and interdisciplinary field of bilingual special education; to highlight the function of language in the classroom-the student's as well as the teacher's; finally, comprehensive coverage is presented on the instructional features of a bilingual special education classroom in such wide-ranging curricular areas as: English as a Second Language, reading, writing, mathematics, science and social studies. Throughout the chapters, both theoretical and practical issues are addressed with an emphasis on the relationship between appropriate assessment, sound planning, and effective instruction.

This dual-language text provides theory and methodology for teaching reading in Spanish to Spanish/English bilingual or Spanish-dominant students. The goal is to help educators teach these students the skills necessary to become proficient readers and, thus, successful in the school system. At the very core of the book are the hispano-parlantes--the Spanish-speaking children--who bring to the schools, along with their native language and cultures, a wealth of resources that must be tapped and to whom all educators have a responsibility to respond. True to the concepts of developing bilingual educators to serve bilingual students, the text presents chapters in English and Spanish. Each chapter is written in only one language at the preference of the author. Thus, to be successful with this book, the reader must be bilingual. Themes emphasized in the text include current reading methodologies, the concept of reading as developmental literacy skills, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the uses of technology in the delivery of instruction. Never losing sight of its goal--to teach reading in Spanish to bilingual or Spanish-dominant students--the book includes a series of focusing questions and follow-up activities; these are not simply translations of existing activities, strategies, and techniques intended for monolingual English students, but specifically designed to be appropriate for Spanish-speaking students. Directed to university preservice and in-service instructors of reading and bilingual education as well as administrators and district- and school-level staff developers who work with Hispanic populations, the book is sensitive at all times to nuances of the languages and cultures of the intended audiences.

This dual-language text provides theory and methodology for teaching reading in Spanish to Spanish/English bilingual or Spanish-dominant students. The goal is to help educators teach these students the skills necessary to become proficient readers and, thus, successful in the school system.
At the very core of the book are the hispano-parlantes--the Spanish-speaking children--who bring to the schools, along with their native language and cultures, a wealth of resources that must be tapped and to whom all educators have a responsibility to respond.
True to the concepts of developing bilingual educators to serve bilingual students, the text presents chapters in English and Spanish. Each chapter is written in only one language at the preference of the author. Thus, to be successful with this book, the reader must be bilingual.
Themes emphasized in the text include current reading methodologies, the concept of reading as developmental literacy skills, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the uses of technology in the delivery of instruction.
Never losing sight of its goal--to teach reading in Spanish to bilingual or Spanish-dominant students--the book includes a series of focusing questions and follow-up activities; these are not simply translations of existing activities, strategies, and techniques intended for monolingual English students, but specifically designed to be appropriate for Spanish-speaking students.
Directed to university preservice and in-service instructors of reading and bilingual education as well as administrators and district- and school-level staff developers who work with Hispanic populations, the book is sensitive at all times to nuances of the languages and cultures of the intended audiences.

This comprehensive account of bilingualism examines the importance of using students' native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States. They describe effective strategies for using native languages, even when the teacher lacks proficiency in that language. This resource addresses both the latest research and theory on native language instruction, along with its practical application (the what, the why, and how) in K-8 classrooms. Key features include: Examples of programmes that address the needs of learners from diverse language backgrounds, including Spanish, Chinese, Korea, Haitian Creole, Hindi, Bengali, and Russian. Teaching strategies, activities, and student tasks geared toward current academic standards. The role of primary languages in ESL, dual language, special education, and general education programmes.

In this book, authors mesh two philosophies about language: the whole language approach that is sweeping across reading/learning and current theory of language acquisition pervading the bilingual community. The thrust of most bilingual research is that the learner should learn in his own language using natural approaches and then learn English as a second language. Typically, much of the instruction in languages other than English have used rote methods. This book shows how one would learn using an integrated and literacy-based approach to language acquisition and development.

This book focuses on teaching those students who are bilingual, handicapped, and in need of special instruction. It responds to the complex and practical issues in reaching the goal of teaching these students in an effective way. The common, underlying theme of the book is that such ways can be found and implemented in creating diversity of opportunity for teaching bilingual exceptional students. The book has three central themes: to present an overview of the emerging and interdisciplinary field of bilingual special education; to highlight the function of language in the classroom-the student's as well as the teacher's; finally, comprehensive coverage is presented on the instructional features of a bilingual special education classroom in such wide-ranging curricular areas as: English as a Second Language, reading, writing, mathematics, science and social studies. Throughout the chapters, both theoretical and practical issues are addressed with an emphasis on the relationship between appropriate assessment, sound planning, and effective instruction.