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One Child, Two Languages / Edition 2

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Overview

Today's early childhood educators are serving more children learning English as a second language than ever—in Head Start alone, nearly 30% of the children speak a language other than English at home.* To support second language learners and put them on the path to academic success, every teacher needs this popular, practical, and highly readable guidebook.

Reflecting 10 years of dramatic change in early education—especially in critical areas like assessment and cultural diversity—the second edition of this bestseller gives teachers up-to-date research, usable information, and essential tools to meet the needs of second language learners in today's learning environments. Leading researcher Patton Tabors equips teachers with the foundation of knowledge they need to

  • apply cutting-edge research to their everyday teaching practices
  • address NAEYC's recommendations for responding to linguistic and cultural diversity
  • use appropriate assessment techniques for children's first and second language, including an easy-to-use observation checklist (on the CD-ROM) to monitor children's English language learning over time
  • discover ways to improve literacy instruction for all children, including literacy practices checklists (on the CD-ROM) that pinpoint areas needing curriculum support
  • understand and attend to the particular needs of internationally adopted children
  • conduct thought-provoking professional discussions with the book-club-ready study guide and materials (on the CD-ROM)

Teachers will also get updates on all the key topics covered in the first edition, including working with parents, understanding the process of second-language acquisition, and using the curriculum and classroom organization to facilitate English language and literacy learning. Ideal for professional development, this book is the best tool a teacher can have to support the language and literacy development and school success of second language learners while honoring their home languages and cultures.

*English Language Learners Focus Group Report, 2002

Get practical strategies on the accompanying DVD, One Child, Two Languages in Action.

A featured book in our Launching Literacy Kit!

See which domain of school readiness in the Head Start Child Development and Early Learning Framework this book addresses.

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Editorial Reviews

Associate Professor, Literacy Education; Coordinator, Project QUILL, Northern Illinois University - Karen A. Carrier

"A complete view of the needs of young children learning English as a second language . . . My students can easily relate the principles and strategies that Tabors presents to their own clinical learning experiences."

Associate Professor and Director, Bilingual-Bicultural Education Program, DePaul University - Sonia W. Soltero

"An important contribution to the field that will provide valuable insights into how best to address the needs of linguistically and culturally diverse children and their families in the early years."

Birth-Kindergarten Coordinator, UNC-Pembroke - Karen Stanley

"Comments from students are consistently positive about this text! They express appreciation for the practical approach of the author, the glimpses into real classrooms and lives of young children learning English, and strategies that work."

McGill University - Fred Genesee

"Even better than the first edition. It provides innumerable practical suggestions, with back-up from research, for early childhood educators and trainers of early childhood educators on all aspects of the early education of ELLs."

Professor, Department of Communication Sciences and Disorders, University of Texas at Austin - Elizabeth D. Peña

"Relevant, timely, and practical . . . I recommend this book for teachers of young children and for anyone interested in second language learning in early childhood."

Professor and Interim Chair, Department of Teaching and Learning, Vanderbilt University - David K. Dickinson

"The book that all early childhood students and professionals who work with young children must read . . . should be owned by all prospective and current teachers of young children."

Department of Communication Sciences and Disorders, Penn State University - Sheffner Hammer Carol

"A comprehensive resource for educating young bilingual children . . . truly valuable."

Associate Professor, Early Childhood, Old Dominion University - Andrea DeBruin-Parecki

"Enhanced to provide future and practicing teachers with more effective research-based practical examples . . . useful to those who work in classrooms with children who speak one language other than English as well as those in classrooms with children of many different language backgrounds."

Janice Myck-Wayne

"An informative, well written and practical book for early childhood educators . . . a worthy contribution to the field. Tabors presents a well researched, concise, informative and timely book on a subject that needs much attention."

California Bookwatch Midwest Book Review

"From applying the latest research to everyday teaching practices to using assessment techniques for each of a child's languages, and using the curriculum to foster learning, One Child, Two Languages is a powerful tool."

Reference and Research Book News
August 2009 issue
The Midwest Book Review Education Shelf
February 2010 Bookwatch
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Product Details

  • ISBN-13: 9781557669216
  • Publisher: Paul H. Brookes Company
  • Publication date: 2/1/2008
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 256
  • Sales rank: 188,777
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.80 (d)

Meet the Author

Dr. Snow is the Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education. She received her doctorate in psychology from McGill University and worked for several years in the linguistics department of the University of Amsterdam. Her research interests include children's language development as influenced by interaction with adults in home and preschool settings, literacy development as related to language skills and as influenced by home and school factors, and issues related to the acquisition of English oral and literacy skills by language minority children. She has co-authored books on language development (e.g., Pragmatic Development: Essays in Developmental Science, co-authored with Anat Ninio [Westview Press, 1996]) and on literacy development (e.g., Unfulfilled Expectations: Home and School Influences on Literacy, co-authored with Wendy S. Barnes, Lowry Hemphill, Jean Chandler, and Irene F. Goodman [iUniverse.com, 2000]) and has published widely on these topics in refereed journals and edited volumes. Dr. Snow's contributions to the field include serving on several journal editorial boards, as co-director of the Child Language Data Exchange System for several years, and as editor of Applied Psycholinguistics. She served as a board member at the Center for Applied Linguistics and was a member of the National Research Council Committee on Establishing a Research Agenda on Schooling for Language Minority Children. She also chaired the National Research Council (NRC) Committee on Preventing Reading Difficulties in Young Children, which produced a report that has been widely adopted as a basis for reform of reading instruction and professional development. She currently serves on the NRC's Council for the Behavioral and Social Sciences and Education and is President of the American Educational Research Association. A member of the National Academy of Education, Dr. Snow has held visiting appointments at the University of Cambridge, England, Universidad Autónoma in Madrid, and The Institute of Advanced Studies at Hebrew University in Jerusalem, and has guest taught at Universidad Central de Caracas in Venezuela, El Colegio de Mexico, Odense University in Denmark, and several institutions in The Netherlands.

Prior to beginning her doctoral studies at the Harvard Graduate School of Education in 1981, Patton O. Tabors was an elementary school teacher and a childbirth educator. During her doctoral studies she focused on first and second language acquisition in young children. Her qualifying paper and dissertation research, based on 2 years of ethnographic investigation in a nursery school classroom, described the developmental pathway of a group of young children learning English as a second language. She was able to use this information as the basis for the material in One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language (Paul H. Brookes Publishing Co., 1997). Since 1987, Dr. Tabors has been the research coordinator of the Home-School Study of Language and Literacy Development in collaboration with Catherine Snow and David Dickinson. During this time she has also directed research related to low-education and low-income mothers reading to their preschool-age children as part of the Manpower Development Research Corporation evaluations of two welfare-to-work projects, New Chance and JOBS, and for the Harvard Language Diversity Project, a subproject of the New England Research Center on Head Start Quality, directed by David Dickinson. Dr. Tabors's latest research, a longitudinal project that is following the language and literacy development of Spanish-speaking children from preschool to second grade, combines her interests in early language and literacy development and second language acquisition in young children.

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Table of Contents


About the Author
Foreword to the Second Edition
Mariela M. Pá ez
Foreword to the First Edition
Catherine E. Snow
Preface
Acknowledgments
  1. Introduction
I. The Second-Language-Learning Child's Task
  1. Two Portraits: Juliana and Byong-sun
  2. Getting Started in a Second Language
  3. Speaking a Second Language
  4. Individual Differences in Second-Language
  5. Learning
II. The Teacher's Role
  1. Using Information, Communication, and Classroom Organization to Support Second-Language Learning
  2. Using the Curriculum to Facilitate Second-Language and -Literacy Learning
  3. Working with Parents of Second-Language Learners
  4. Assessing the Development of Second-Language Learners
  5. Developing Effective Early Childhood Programs for Second-Language Learners

III. Internationally Adopted Children
  1. What to Expect, How to Help

References
Appendix A Parent Questionnaire
Appendix B Observing Children Learning English (OCLE)
Study Guide
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