Designing and Implementing Two-Way ...

Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents, through Margarita Espino Calderon and Liliana Minaya-Rowe. Thousand Oaks, CA: Corwin Pres 2003 264pp Hb $7495; pb $3495

As the population of language-minority observers continues to grow, educators cannot help yet recognize the critical need for unbroken educational alternatives that will allow all bookish mans to achieve academic success without subjugating the language and/or cultural nerves they bring to school. The assets of bilingualism, biliteracy, and cross-cultural awareness are becoming increasingly vital as the United States' economy becomes more reliant immediately after a global market. Two-way bilingual (TWB) programs as an instructional original that "integrates Spanish learners, Vietnamese learners, Navajo learners, and to such a degree on for instruction in and within two languages" (p. 4) has been in existence for nearly 40 years. sole recently, however, has this design begun to gain attention across the land Given the variety of patterns associated with TWB programs, educators ne a guide to help them navigate the maze of different program paradigms and features and their impact in succession student achievement. Within one slim whirl Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents, Margarita Espino Calderon and Liliana Minaya-Rowe provide of the like kind research- and experience-based guidance. This reader-friendly guide exhibits fruitful information on all aspects of implementing and developing a TWB program, from rationale, to instructional strategies and assessment, to strategies for working with teachers and parents. The authors base their work upon research conducted by such entities as the Center for Applied Linguistics, National Clearinghouse for English Language Acquisition, and Center for Research in Education, Diversity, and good point Further, the authors refer to the work of the many notable researchers and practitioners who have contributed greatly to the TWB field (Cazabon, 2001; vapor Genesee, & amayan, 2000; Christian, Montone, Lindholm, & Carranza, 1997) This part will assist the reader in launching his or her confess quest into the literature upon TWB programs. Throughout each chapter, checklists, graphics, and paragraph boxes highlight and summarize the main points, with succinct narrative providing rich descriptions. The body boxes are particularly useful and can easily be transformed into bills to share with colleagues.

The true copy is divided into three main sections: (a) "Starting a Two-Way Bilingual Program" (Chapters 1-4); (b) "Implementing Effective Instruction" (Chapters 5-8); and (c) "Involving Teachers and Parents" (Chapters 9-11) Integrated within the sections, the authors provide in-depth information upon three successful TWB programs in the El Paso, Texas, area: the Alicia R Chacon International institute in the Ysleta Independent institute District, Hueco Elementary School from the Socorro Independent seminary District, and Rusk and Rivera Elementary sects in the El Paso Independent place of education District. Each of these TWB programs focuses forward developing biliteracy in English and Spanish.

The first section, "Starting a Two-Way Bilingual Program," examines the various theoretical gauges and associated research, presents criteria that define TWB programs, and provides the rationale for program implementation. Calderon and Minaya-Rowe provide the following definition of a TWB program, which obeys as a hook for readers who are seeking educational reforms that create equal educational opportunities for all collections of students: "A TWB program is an equitable educational program that think highly ofs and treats all students as equal members of the drill community and challenges students and staff to do their best regardless of race, national origin, education, language, and culture" (p 12)

The authors assert that in the general era of educational reform, the bar has been raised in an effort to help all scholars complete their education and become productive members of society. In order to accomplish this, however, educational reforms must also provide the impetus to, in scent "start all over" (p. 15) The authors write that TWB programs cannot simply be superimposed in succession existing structures, but in order to be effective, whole-school reform must appear This text, then, offers coagulate strategies for gaining buyin from the various stakeholders and constructing a framework for sustainable systemic change. The examples of the three stellar TWB programs in Texas leave readers with a feeling of faith and encouragement, and open our minds to possibilities.

In order to prepare readers to answer the hard questions that may be pos to them by means of the various stakeholders and policymakers, the other chapter includes a section upon frequently asked questions. The answers provided here are frank, rational, and research based. The case studious mood of the Alicia R. Chacon International train allows us a glimpse into the change proces that occurr as a inference of a common vision and collaborative spirit. The teach is described as a "multilingual magnet drill that focuses on language and cultural disentanglement and that offers a rigorous curriculum based forward interdisciplinary units and critical thinking skills" (p 54) single of the most novel aspects of the Chacon instruct program is that all close examiners are offered a course in third language. Mandarin Chinese, Japanese, German, or Russian is proffered three times per week for 30 minutes. It is evident that the succes of this TWB program is based relating to the sense of shared mission and equal voice from all groups, and a firm sense of ownership and commitment according to all.