Resources are organized into three categories: curriculum, professional development, and research.  For curriculum, relevant books and vendors are listed that offer guidance regarding program structure and planning, teaching approaches, content and culture, authentic literature, and current materials and resources.  For professional development, presentations from conferences and workshops are available, along with some informational brochures, resources, and websites for additional topics of interest to teachers and administrators.  Research resources include bibliographies of research articles concerning a variety of topics related to two-way immersion programming and stakeholder attitudes regarding that programming.  Other sources of information regarding research will also be included in the future.

Click on the area for which resources are needed.

·           Curriculum

·           Professional Development

·           Research

1. Curriculum:

a. Biliteracy and bilingual programs:

Freeman, Y.S., & Freeman, D.E. (2006). Teaching reading and writing in Spanish and English, 2^nd ed. Portsmouth, NH: Heinemann.

Freeman, Y.S., Freeman, D.E., & Mercuri, S.  (2005). Dual Language Essentials for Teachers and Administrators. Portsmouth, NH:  Heinemann. 

Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction.  Heinle & Heinle.

Lindholm-Leary, K. (2001). Dual language education.  Clevedon, UK: Multilingual Matters.

DeVillar, R. & Tinajero, J (eds.).  (2000). The power of two languages.  New York:  McMillan/McGraw-Hill.

b. Culture:

Teaching Culture in Grades K-8:  A Resource Manual for Teachers (1994). Montgomery County Public Schools. Rockville, MD: Department of Academic Programs, Division of Curriculum, Coordination, and Instruction, Foreign Languages.

c. Effective strategies in second-language classrooms:

Curtain, H. and Dahlberg, C. A. (2004). Languages and Children:  Making the Match (3^rd Edition). New York: Pearson.

Echevarria, J., Vogt, M., & Short, D. (2000).  Making Content Comprehensible for English Language Learners.  Boston:  Allyn and Bacon.

Calhoun, E. (1999).  Teaching Beginning Reading and Writing with the Picture Word Induction Model.  ASCD:  Alexandria, VA.

d. Authentic literature for concept units:

See individual units for a bibliography of suggested books.

Image Source

Curtain, Helena, & Dahlberg, Carol Ann. (2004). Languages and children, making the match: New languages for young learners, grades K-8 (3rd ed.). NY: Pearson. ISBN 0-205-46371-1. The last 5 chapters of this book are devoted to planning and sustaining effective foreign language programs and address issues such as making the case for initiating an elementary foreign language program, public relations and advocacy, selecting a program model, staffing a program, planning, assessment, articulation, and immersion. The book also contains a wealth of practical instructional resources, including ideas for assignments, literacy development, and standards-based games and activities; information on thematic planning, assessment, and classroom management; instructional strategies, templates, and sample student work.

e. Vendors:

The following vendors have been found to be good resources for a variety of books, materials, and supplies.  It is recommended you request a catalog (bilingual education/ESL education) from them; the websites can be difficult to navigate for bilingual or Spanish language materials.

2.  Professional Development

a.   Teacher:

Job descriptions:

• TWI teacher
• FLES teacher

3.  Research

a.   CAL website

• Trends in TWI research publication (CAL)

http://www.cal.org/twi/index.htm

• Bibliography (CAL)

http://www.cal.org/twi/bib.htm

• Assessments in Spanish:

http://www.cal.org/twi/assessment.htm

• Student Oral Proficiency Assessment (SOPA)

http://www.cal.org/topics/fl/sopaellopa.html

b.      CREDE publications:

http://www-gse.berkeley.edu/research/crede/products/print/reports.html