The Foundations of Dual Language Instruction: Foundations Dual Lang Ins_p6 - Softcover

Über die Autorin bzw. den Autor

Judith Lessow-Hurley is a professor in the Elementary Education Department at San Jose State University. Her areas of expertise are bilingual and multicultural education. She works primarily with pre-service teachers, most of whom teach significant numbers of second language learners from linguistically and culturally diverse backgrounds. Professor Lessow-Hurley has worked with professional educators across the country and internationally. Along with her expertise in the education of English language learners, she has studied religious diversity in the context of First Amendment protections for religious freedoms in a pluralist democracy. She is also the author of Meeting the Needs of Second Language Learners (ASCD, 2002).

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The Foundations of Dual Language Instruction is a practical, comprehensive, objective look at dual language instruction and the social, political, historical, and educational issues of teaching second language learners in today’s diverse classrooms. With its emphasis on English language learners, the book provides descriptions of effective programs and instructional strategies that can be used in the classroom. Included are sections on the history and legal underpinnings of schooling in two languages, language policy in the U.S. and around the world, considerations of changing demographics and implications for educators, and the dynamics of culture in schooling.

In this new, reorganized Sixth Edition . . .  

Updated information in Chapter 7, “Second Language Instruction,” presents program models and instructional strategies to fully familiarize readers with Sheltered Instruction Observation Protocol (SIOP) and how it is used in classrooms to support effective instruction for L2 learners.

Readers are familiarized with the important developments in World-Class Instructional Design and Assessment standards (WIDA) and new consortia that are focusing on proficiency testing (Chapter 8).

Teachers see how to close the achievement gap through expanded information and reflections on their roles.

Key questions at the beginning of each chapter provide a better focus for readers.

Updated references and research ensures that readers get the most up-to-date information available.

Links to sources of up-to-date information are plentiful in each chapter through the addition of web and media resources.