- Discussion of a key concept from a developmental and asset-based perspective that focuses on the role of a child’s home language and their family in the educational process
- Examples of children’s and teachers’ experiences within an educational context
- Idea Boxes that provide practical ways for educators to apply their understanding in practice
- Definitions of key terms
- Answers to frequently asked questions
- Connections to NAEYC Early Learning Program Accreditation Standards
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For faculty! A sample syllabus and sample activities connected to each chapter can be found online at NAEYC.org/essentials-supporting-DLLs
List of contents
Acknowledgements
About the Book
Part 1: Understanding the Essentials
- Chapter 1: Who are Your Dual Language Learners?
- Chapter 2: What Does it Mean to Develop Two Languages?
- Chapter 3: What Should I Consider When Implementing a Dual Language Program?
Part 2: Supporting Learning and Development- Chapter 4: Creating Culturally and Linguistically Diverse Environments for Dual Language Learners
- Chapter 5: Understanding and Facilitating Play
- Chapter 6: Developing Bilingualism and Biliteracy Across the Content Areas
- Chapter 7: Learning Through a Second Language
- Chapter 8: Designing Authentic Assessment
- Chapter 9: A Glimpse into Ms. Rocha’s Classroom: An Integrated Lesson
Additional Resources
Glossary
About the Authors
Index
About the author
Iliana Alanís, PhD, a native of South Texas, is a professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas–San Antonio. She taught children in bilingual first- and second-grade classrooms while earning a master’s degree in curriculum and instruction with a concentration in bilingual education from the University of Texas–Pan American.
María G. Arreguín, EdD, is an associate professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas–San Antonio. She earned her doctoral degree in Bilingual Education at the Texas A&M University–Kingsville. Her research on dual language education, early childhood education, dyad learning and dialogue, and critical science pedagogy illuminates the intricacies of cultural and linguistic factors that influence minority children’s access to education in early childhood and elementary bilingual settings.
Irasema Salinas-González, EdD, is an associate professor and coordinator of the early care and early childhood studies program at the University of Texas–Rio Grande Valley (UTRGV). During her 29 years in the bilingual and early childhood education fields, she has been a preschool and kindergarten teacher and reading specialist, and has worked with preservice and in-service teachers. She received her MEd in Early Childhood Education from the University of Texas–Pan American and her EdD in Bilingual Education from Texas A&M University–Kingsville. Her work focuses on language and literacy development of young dual language learners through play, the development of cognitive skills of dual language learners through play-based learning, and creating engaging classroom environments for young dual language learners.
Summary
While teachers cannot be expected to teach in all languages, the basic principles of this book help teachers gain a richer understanding of the interdependent relationship among culture, language, and learning. With this understanding, teachers can implement intentional practices that nurture children's bilingual identities.
Foreword
This book will be promoted via various NAEYC marketing efforts, including social media pages promotions (Facebook, Twitter, Instagram and Pinterest with a reach of over 200K followers); promotional emails; advertisements in Young Children, Teaching Young Children, and Exchange magazines; and NAEYC’s seasonal resource catalogs. The authors of the publication will also present a webinar on a topic covered in the book soon after its publication. Finally, the publication will be advertised and sold at various early childhood conferences and trade shows (NAEYC’s Annual Conference in Anaheim, CA, NAEYC’s Professional Learning Institute in Philadelphia, PA, Zero to Three, etc.).
Additional text
Comprehensive, well-researched, and well-organized . . . this book is reflective of the authors’ deep knowledge of young dual language learners (DLLs) that comes from their own experiences, studies, and myriad opportunities to engage with DLLs in schools. This book is a must-read for administrators and teachers seeking educational guidance that esteems the languages and cultures of the children they serve.
