Dual Language: Teaching and Learning in Two Languages - Softcover

Über die Autorinnen und Autoren

Sonia W. Soltero is Assistant Professor in Bilingual-Bicultural Education at DePaul University.

Sonia W. Soltero is Assistant Professor in Bilingual-Bicultural Education at DePaul University. She has been involved with dual language bilingual education for sixteen years as a teacher, school administrator, professional development presenter and trainer, and researcher. Dr. Soltero has extensive background in the design and implementation of dual language programs in numerous settings and has collaborated with dual language educators, parents and students. She has published several articles and documents related to dual language programmatic and pedagogical issues, such as best practices in instruction, teacher preparation, and assessment.

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A Dual Language Bilingual Education Resource Guide, 1/e by Sonia White Soltero

Finally, the ultimate practical, hands-on training guide in dual language instruction that you have been looking for. This text leaves no stone unturned by directly adressing questions posed by practitioners, administrators, and parents regarding dual language fundamentals.

This comprehensive book provides all the resources you need to create concrete and practical guidelines for the planning, organization, implementation and maintenance of effective dual language bilingual education programs.

Key Features:

• Includes the theoretical and sociopolitical context of dual language and bilingual education placing dual language education within the larger context of bilingual education.
• Contains best practices and instructional materials for dual language education giving specific strategies and materials that are optimum for dual language education, such as cooperative learning and grouping approaches, literacy strategies, and second language methods.
• Offers specific ideas for building and maintaining an effective dual language program in order to mantain a model program, such as on-going professional development, administrative support, and revitalizing the program.
• Addresses challenges and obstacles in the implementation of an effective dual language programpresenting recommendations about recurring problematic issues in dual language education, such as teacher and parent resistance to the program, language imbalance, and shortage of qualified teachers and relevant instructional materials.
• Provides subtractive vs. additive bilingual education approaches in the U.S. giving background on aspects and goals of each of the bilingual education models implemented in the U.S and Canada, including ESL and other models that use or do not use the native language.
• Features of dual language education and description of the different program models provides a synthesis of the various types of dual language models, their fundamental features, goals, and organizational elements.
• Theoretical and pedagogical perspectives on language and literacy development in the first and second language supported by research findings gives an understanding about first and second language acquistion and literacy processes that relate to dual language education.
• Organizational features in the planning stages of dual language implementation provides key features, ideas and recommendations that should be considered during the planning phase of implementation, such as gathering information, program description, mission statements, administrative considerations, and professional development.
• Programmatic features include language considerations and teaching and learning components that provide specific elements and features present in effective dual language programs, as well as offers samples of weekly classroom schedules and suggestions.

The organization of each chapter was easy to follow and the writing was articulate. The wide-ranging resource lists would be invaluable to others.
Linda Lippitt, Community Learning Collaborative, Santa Fe, NM

Author Bio:

Sonia W. Soltero is Assistant Professor in Bilingual-Bicultural Education at DePaul University. She has been involved with dual language bilingual education for sixteen years as a teacher, school administrator, professional development presenter and trainer, and researcher. Dr. Soltero has extensive background in the design and implementation of dual language programs in numerous settings and has