This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbalanced instruction as the volume’s pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail: defining characteristics of immersion and dual language programs and features of well-implemented programs strategies to promote language and content integration in curricular planning as well as classroom instruction and performance assessment an instructional model to counterbalance form-focused and content-based instruction scaffolding strategies that support students’ comprehension and production while ensuring continued language development an approach to creating cross-linguistic connections through biliteracy instruction a self-assessment tool for teachers to reflect on their pedagogical growth Also applicable to content and language integrated learning and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter. The book will be a key resource for preservice and in-service teachers, administrators, and teacher educators.

Dual Language Instruction: A Handbook for Enriched Education provides a comprehensive, theoretical frameworkand practical guide to implementing, evaluating, administering, and maintaining a successful dual languageinstruction program.

Step 1. Understanding and planning for dual language immersion -- Step 2. Organizing the classroom -- Step 3. Planning instruction -- Step 4. Teaching through best practice -- Step 5. Learning through hands-on activities -- Step 6. Assessing as a way to better instruction and accountability -- Step 7. Building community support.

Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

This user-friendly book is a key resource for teachers and administrators to ensure their school’s success in implementing and maintaining a dual language program. Authors Gayle Westerberg and Leslie Davison share their own experiences leading a dual language school, the obstacles they overcame, and the best practices they learned along the way. The book is filled with step-by-step instructions and strategies you can try immediately, as well as inspirational stories from educators in urban and rural dual language programs across the country. Topics include: Choosing a model for your dual language program and involving all stakeholders in the transition process; Marketing your program effectively to recruit students and staff, including international teachers; Implementing a standards-based instructional framework focused on direct vocabulary instruction, extensive reading, and using language in context; Setting proficiency targets and using internal and external assessments to track students’ progress; Incorporating technology for a more interactive and engaging language-learning experience. You’ll also learn how to effectively transition your program through different grade levels and build a collaborative school culture for a strong, long-lasting K–12 dual language program. Additional resources are available on the authors’ website, www.duallanguageinstruction.com.

Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?

This book offers practical research-based advice for teachers and other educators on how to adapt school and classroom procedures, curriculum content, and instructional strategies in order to provide a supportive learning environment for students of minority language backgrounds who are learning the language of instruction at the same time as they are learning the curriculum.

This book presents first-person accounts providing the basis for exploring the challenges and constraints of action research.

This handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sections—theoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparation—the volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.

This module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate students’ comprehension of curricular content and also discusses how teacher collaboration and students’ L1s affect this approach to language teaching. With an instructional sequence comprising noticing, awareness, and practice activities as well as examples of content-and-language integrated units, the Content-Based Language Teaching module is the ideal main textbook for instructors seeking a clear and practical treatment of the topic for their courses, which can also be taught in conjunction with other modules in the series.