About the Author
Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction.
Dr. Short's monographs include: Extend Your Students' Reach and Move Them Toward Independence, Base Your ESL Instruction in the Content Areas, Reach for the Common Core, Structural Supports for English Learners, Comprehensive and Responsive Assessment, and Developing Academic Literacy in Adolescents.
Dr. Tinajero specializes in staff development and school-university partnership programs and has consulted with school districts in the U.S. to design ESL, bilingual, literacy, and bi-literacy programs. She has served on state and national advisory committees for standards development, including the English as a New Language Advisory Panel of the National Board of Professional Teaching Standards and the Texas Reading Academies. She is currently professor of Education and Interim Dean of the College of Education at the University of Texas at El Paso and was President of the National Association for Bilingual Education, 1997-2000.
Dr. Tinajero's monograph is titled Teaching the Fundamentals.
Dr. Schifini assists schools across the nation and around the world in developing comprehensive language and literacy programs for English learners. He has worked as an ESL teacher, reading specialist, school administrator and university professor. Through an arrangement with California State Polytechnic University at Pomona, Dr. Schifini currently serves as program consultant to two large teacher-training efforts in the area of reading for second language speakers of English. His research interests include early literacy and language development and the integration of language and content-area instruction.
Most Helpful Customer Reviews
Summary: Grandfather Counts was written by Andrea cheng. Gong Gong (Grandfather) is coming from China to live with Helen¿s family. Helen is excited, but anxious. Helen and her siblings are worried about how they will communicate with there grandfather who only speaks Chinesee. At first her grandfather would just read his Chinese newspaper and keep to himself. Helen decided to sit by hin one day and listen to him speak Chinese. He began to teach her how to count trains in Chinese. Soon they were very close and learning about each others languages and difference.Personal: This was a very good intergenerational story, Grandfather Counts highlights the universality of the love shared between grandparent and grandchild, a love that helps them cross the boundaries of language and culture.Extension: This book is for ages 4-8. This could be used in the classroom to teach about different cultures and languages.
This book is about a grandfather who comes from China to live with his family. He is very upset to find out that none of his grandchildren speak chinese. The grandfather teaches the young girl to count in Chinese and in turn she teaches him.This is a lovely story.
When Gong Gong moves in with her family, Helen feels that she is being kicked out of her room, which is also her favorite spot to watch trains. After a chance encounter, she sees that Gong Gong too likes to watch trains. Because they speak different languages, they have a hard time communicating. But, through the train watching they do start teaching eachother to count in their respective languages.This was a nice book. I liked that the grandfather and the girl had to work together to overcome theri language barrier.I would help the students count in Mandarin and if possible have someone come in to teach the students a few more words.