DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS EDBE 5560

SUMMER 2016

I. COURSE NUMBER/SECTION: EDBE 5560/026, 030

COURSE TITLE: Fundamentals of Bilingual and English as a Second Language Education in EC-12 Settings

II. INSTRUCTOR: Dr. Ricardo González-Carriedo

Office Location: MH 218 T

Office Hours: Mondays 9 am to 12 pm

Phone Number: 940-565-2514

Email: Ricardo Gonzalez@unt.edu

III. CLASS MEETINGS: 5 weeks of online sessions

VI. RESOURCES AND MATERIALS

Required texts:

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism, 5th Ed. Buffalo, NY: Multilingual Matters.

Thomas, W. & Collier, V. (2012). Dual Language Education for a Transformed World. Albuquerque, NM: Fuente Press.

V. CATALOG COURSE DESCRIPTIONThis course will examine historical and cultural perspectives, theoretical underpinnings, instructional models and approaches, and the research support base of bilingual and ESL education.

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COURSE OVERVIEW AND INTRODUCTIONThe purpose of the course is to help students develop knowledge, skills of critical thinking, research, reflection, and self-assessment. The course will also help students develop their own cultural competence in working with linguistically diverse children and their families. The instructional approach of this course will use reflective inquiry techniques requiring students to participate in discussions, formulate thoughts, present opinions, and conduct research on important topics. This course assumes that the student has basic academic preparation to take this course based on an earned bachelor’s or higher degree.

Technology requirements for the courseIn order to be successful in this course you will need to have minimum technical skills such as being able to send and receive e-mails, upload and download files, post threads, use chat, have a microphone to listen to lectures and podcasts, and a camera to communicate via Skype as needed. The hardware and software necessary to use Blackboard are below. Make sure that your computer meets the requirements:

If PC: Windows 98, 2000, NT, 7, 8, RT, XP, or VistaIf Mac: 0S 9 or 10Java: Version 1.6 0 Update 18Word Processor

How to get startedTo get started with this course, go to the content page of Blackboard and click on the START HERE icon. There you will see instructions about how to begin, what tools to use, how to introduce yourself, and what books to purchase right away.

Course structureThe course is divided into 5 learning modules, one for each week. Each module contains the assignments, assessments, and deadlines of each. In Blackboard, each module contains the links to the tools we will use for the course such as the discussion tool, the assignment tool to turn in Word documents, the message tool, the online gradebook, the roster to view which group you have been assigned to, the PowerPoint presentations of salient concepts from the text, and links to other documents that will be used in the course. You can use wikis at http://pbworks.com or http://www.wikispaces.com to work with your team members on group assignments. If you are not familiar about how to use Wikis, the following is a video with a tutorial called, Wikis in Plain English that shows how to use them, http://www.youtube.com/watch?v=dMQ7lPKRu5s

To communicate with me or with your classmates you can use e-mail, the chat feature of Blackboard or you can call.

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VI. LEARNING OBJECTIVES The student in this course will:

1. Demonstrate knowledge about the foundations of bilingual education, the concepts of bilingualism and biculturalism throughout the world and demographic shifts (2.1k, 2.1s & 2.3k);

2. Demonstrate sensitivity and respect for learner’s diverse cultural backgrounds and regional language differences and dialects (2.6s & 2.5k, 2.1k, 2.1s);

3. Demonstrate knowledge about models related to bilingual education and make appropriate instructional decisions based on course content and design and based on the affective, linguistic, and cognitive needs of students (2.4k & 2.3s, 2.2k &2.3s);

4. Demonstrate awareness of effective bilingual and multicultural learning environments (2.5k);

5. Demonstrate awareness about ways to bridge the home and school cultural environments (2.5k);

6. Demonstrate how to advocate equity for ELLs and bilingual programs (2.7s);7. Show understanding and apply knowledge of the convergence of research

evidence related to bilingual education including best instructional practices for second language learners (ELLs) as determined by academic achievement (2.2k & 2.2s, 2.3k & 2.2s); and

8. Demonstrate knowledge of effective multilingual and multicultural learning environments and diversity issues and ways to bridge the home and school cultural environments (2.4k &2.4s).

How to Meet the Learning Objectives Review the syllabus in its entirety; Follow all the course instructions found in the weekly learning modules in

Blackboard and in this syllabus in order to address each assignment and assessment;

Participate in forums using the discussion tool and pay attention to netiquette;

Participate as equally as possible in group assignments and indicate who did what part of the assignment;

Ask questions about any particular assignment before it is due; Turn in written assignments using Word files; Submit assignments on time and on the due date.

Learner EngagementStudents will engage in different ways, through the discussion forum, through group work, and through e-mail or chat.

Learner Support The University of North Texas provides students technical support in the use of Blackboard. The student help desk may be reached at: E-mail: helpdesk@unt.edu, by phone 940-565-2324, or in person at UNT’s ISB Building, room 119. In addition, I as the instructor will support you at every step of the

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course.

AccessibilityThis course has assignments that include different styles of learning. For example, it includes a podcast to listen to, PowerPoint presentations with graphics, PDF documents that can be accessed using the reader tool, the textbook readings, and different external web links related to course contents.

As a student you have access to the “On Demand Learning for Students” tutorial via Blackboard at http://ondemand.blackboard.com/students.htmIt is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course.

VII. ASSESSMENT AND MEASUREMENT

This course is made up of 5 modules with assignments and assessments (rubrics that include criteria and performance expectations) to assist the student in achieving the course learning objectives. Each week students will work on discussions, readings, videos, Power point presentations, and documents. Students will be able to view their individual grade results and check their progress via the online gradebook in Blackboard.

The grading scale for this course is:

90 - 100 = A80 - 89 = B70 - 79 = C60 - 69 = D59 and below F

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VIII. OUTLINE OF REQUIRED ASSIGNMENTS AND ASSESSMENTS

Use the Assignment tool to submit documents and the Discussion tool to post responses Points

Module 1 – Week 1IntroductionsBaker’s Text Readings Chapters 6, 8, 9Individual assignment: Discussion due on Wed. 7/9Individual assignment: Synthesis about Legal Cases due on Sun. 7/13

5 15

Module 2 – Week 2Baker’s Text Readings Chapters 10, 11Thomas and Collier’s Text Readings, Chapters 5, 6Individual assignment: Discussion due on Wed. 7/16Group Assignment: Essay due on Sun. 7/20

5 15

Module 3 – Week 3Baker’s Text Readings Chapters 12,13Thomas and Collier’s Text Readings Chapter 7Individual assignment: Discussion due on Wed. 7/23Individual assignment: Barriers and solutions to facilitate involvement of parents in their child’s education, due on Sun. 7/27

5 15

Module 4 – Week 4Baker’s Text Readings, Chapters 17,18Individual Assignment: Discussion due on Wed. 7/30Group Assignment: Parent Involvement paper due on Sun. 8/3

5 15

Module 5– Week 5Individual Assignment: Discussion due on Wed. 8/6Individual Assignment: Advocacy Plan due Wed. 8/8

5 15

TOTAL 100

IX. DESCRIPTION AND SCHEDULE OF REQUIRED ASSIGMENTS

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All assignments are due by 11:30 pm on the due date. Please communicate with your group members early in the week to coordinate each person’s contributions for group assignments.

Module 1 – Week 1 (July 7 to July 13)

The History of Bilingual Education in Texas and in the U. S.

Objective: Become knowledgeable about the history of bilingual education.

Complete the following assignments:

1. Introduce yourself by posting a message in the discussion tool found under Module 1. Tell us about your educational background (both as a student and as a practitioner), your cultural and linguistic background, your experiences with culturally and linguistically diverse populations, and anything else you many want the class to know about you.

2. Watch the videos, History of Bilingual Education in Texas at: http://www.youtube.com/watch?v=AWbN_Y8aa5k, and

The State of Bilingual Education 30 Years Later at: https://www.youtube.com/watch?v=ZzEk6MHqDeY&NR=1

3. In the discussion tool, post a response to the following question, What critical information did you gather from both videos? i. e. court cases, students’ needs, social justice, etc. (300 words) Make a second post to comment on the information provided by one of your classmates (100 words).

4. For students seeking certification only: review the competencies posted in the course content page which are related to this course prior to taking the TExES ESL Generalist or the TExES Bilingual Generalist exams. Use the preparation manuals to start preparing for the exams. You can save some of the assignments from this course to use them as artifacts for the portfolios.

Assessment 1: Students’ knowledge gained about the history of bilingual education through the posts in the discussion tool will be measured with a rubric. Complete items 1, 2, 3, and 4 (for certification students) by Wed. 7/9 (5%)

5. Review Baker’s text and accompanying PowerPoint presentations (available in the course content page):

a. Chapter 6: The Later Development of Bilingualismb. Chapter 8: Cognitive Theories of Bilingualism and the Curriculumc. Chapter 9: Historical Introduction to Bilingual Education: The United

States. .

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6. Individually develop a synthesis of the most important court cases and laws that impacted the creation of instructional programs to address the linguistic and cognitive needs of ELL students. Submit it in the assignment tool. The synthesis should be two single-spaced pages.

Assessment 2: Students’ knowledge about the history of bilingual education, laws, and court cases will be measured with a rubric. Complete items 5 and 6 by Sun. 7/13 (15%).

Module 2 – Week 2 (July 14 to July 20)

Reflections on Bilingual Education Today and BeyondThe education of English Language Learners (ELLs) in the U.S. and Texas

Objectives: Become aware of effective bilingual and multicultural learning environments, and gain knowledge about types of programs related to bilingual education to make appropriate instructional decisions based on the affective, linguistic, and cognitive needs of ELL students.

Complete the following assignments:

1. Watch these videos about bilingualism and ESL:

http://www.youtube.com/watch?v=nL2SMmhBxlYhttp://www.youtube.com/watch?v=La_j8lgTlZ4http://www.youtube.com/watch?v=RIKluiQlksE

2. In the discussion tool, post a response to the following question: What salient information did you gather from the contents of the videos? (300 words). Make a second post to comment on the information provided by one of your classmates (100 words).

Assessment 1: The student will demonstrate a general awareness about bilingualism and bilingual education through the posts in the discussion tool, which will be measured with a rubric. Complete items 1 and 2 by Wed. 7/16 (5%).

3. Read the following:

a. Education of English Language Learners in the U. S. and Texas published by the Intercultural Development Research Association at: http://www.idra.org/images/stories/IDRA_ELL_Policy_Update_2009.pdf

b. Chapter 10 from Baker: Types of Bilingual Education.

c. Chapter 11 from Baker: Education for Bilingualism and Biliteracy

d. Chapter 5 from Thomas and Collier: Outstanding Effectiveness: The North

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Carolina Story

e. Chapter 6 from Thomas and Collier: More Dual Language Findings.

4. Work with your group members to develop a report about the types of instructional programs for ELLs (describe them) that are available in your own school district.

5. Each group member should contribute information about his or her own geographical area. Indicate who contributed what information. Using the website from your school district will give you some of the information. The report should be two single-spaced 4 pages in length.

6. Each group member will submit the report on the assignment tool. Assessment 2: the students’ knowledge gained about bilingual education instructional programs in their own community in Texas will be measured with a rubric. Complete items 3 to 6 by Sun. 7/20 (15%).

Module 3 – Week 3 (July 21 to July 27)

The Effectiveness of Bilingual Education, Schools, and Classrooms for Bilingual Students

Objectives: Students will demonstrate knowledge of effective multilingual and multicultural learning environments and diversity issues and ways to bridge the home and school cultural environments. Also, students will show understanding of the convergence of research evidence related to bilingual education including best instructional practices for second language learners (ELLs) as determined by academic achievement.

Complete the following assignments:

1. Watch the following videos:

a. Irving ISD Dual Language Program: http://www.youtube.com/watch?v=B2SB4TTCuHA&feature=related

b. SIOP video: http://www.youtube.com/watch?v=XUdn9ucawAg&playnext=1&list=PL9B5E952F0878E761

2. In the discussion tool, post a response to the following question: What makes these programs effective? (300 words). Make a second post to comment on the information provided by one of your classmates (100 words).

Assessment 1: Students’ knowledge demonstrated in the posts in the discussion tool about the effectiveness of dual language programs will be measured with a rubric.

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Complete items 1 and 2 by Wed. 7/23 (5%).

3. Read the following:

a. Chapter 12 from Baker: The Effectiveness of Bilingual Educationb. Chapter 13 from Baker: Effective Schools and Classrooms for Bilingual

Studentsc. Chapter 7 from Thomas and Collier: The Beauty of Dual Language

4. Watch the following webcast:

a. Building Trust with Families: http://www.colorincolorado.org/webcasts/middleintro/

5. Read the following article:

a. Promoting Involvement of Recent Immigrant Families in Their Children’s Education: http://www.hfrp.org/family-involvement/publications-resources/promoting-involvement-of-recent-immigrant-families-in-their-children-s-education

6. Respond to the following statements individually (two single-spaced pages plus reference list):

a. Identify and describe some of the barriers that ELL parents and family members have to become involved in their children’s education.

b. Offer possible solutions for each barrier.

Assessment 2: Students’ knowledge and understanding about the effectiveness of bilingual education environments will be measured based on the contents and quality of the paper. Complete items 3 to 6 by Sun. 7/27 (15%).

Module 4- Week 4 (July 28 to August 3)

Bilingualism and Bilingual Education

Objective: Students will to demonstrate sensitivity and respect for ELLs’ diverse cultural backgrounds and regional language differences and dialects.

Complete the following assignments:

1. Develop a Webliography, which will consist of four web links with resources to information, documents, webcasts, or research articles related to equity for ELLs in the educational system.

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2. Post the webliography with a short description of each resource. Make a second post to comment on the resources shared by one of your classmates (100 words).

Assessment 1: Students’ knowledge demonstrated in the posts in the discussion tool about civil rights’ resources will be measured with a rubric. Complete items 1 and 2 by Wed. 7/30 (5%)

3. Read the following:

a. Chapter 17 from Baker: Bilingualism and Bilingual Education as a Problem, Right, and Resource.

b. Chapter 18 from Baker: Bilingualism and Bilingual Education: Ideology, Identity, and Empowerment.

4. Communicate with your group members to discuss the issues surrounding bilingual and ESL education and develop a written consensus about how you would support bilingual and ESL education as sound programs for ELL students.

5. Each group member should contribute information for the written consensus. Indicate who contributed what information. The report should be two single-spaced 4 pages in length. Each group member will submit the report on the assignment tool.

Assessment 2: Students’ knowledge about language programs for ELLs will be measured with a rubric. Complete items 3 to 5 by Sun. 8/3 (15%)

Module 5- Week 5 (August 4 to August 7)

Bridging the Home and School Cultural Environments and Advocating for Equity

Objectives: Students will explore information and strategies to involve parents and family members of ELLs in the education of their children. You will also develop a plan to demonstrate how to advocate for ELLs and their families.

Complete the following assignments:

1. Watch the following webcast:

a. Building Trust with Families: http://www.colorincolorado.org/webcasts/middleintro/

2. Read the following article:

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a. Promoting Involvement of Recent Immigrant Families in Their Children’s Education: http://www.hfrp.org/family-involvement/publications-resources/promoting-involvement-of-recent-immigrant-families-in-their-children-s-education

3. In the discussion tool, post a response to the following question: What are some of the barriers and solutions for ELL parents and family members’ involvement in their children’s education? (300 words). Make a second post to comment on the information provided by one of your classmates (100 words).

Assessment 1: Students’ knowledge demonstrated in the posts in the discussion tool about barriers and solutions for parent involvement will be measured with a rubric. Complete items 1 and 2 by Tue. 8/5 (5%).

4. Based on what you have learned in this course, as an individual assignment, develop an advocacy plan that describes how you personally could advocate for ELL students and their families. Support your statements by including at least 4 research references. For example, choose one topic to focus on such as: advocating for social equity, advocating for the education of the students, advocating by serving on school or district committees, advocating locally, statewide or nationwide, advocating through school boards, advocating for ELLs and their parents’ rights in education, etc.

5. The plan should be two singles-spaced pages. The four references should be listed on a separate page of the document using APA style and the authors must be cited in the text of the document. The document should include the following components:

a) Title

b) Content (the narrative describing the issues and ways to address them according to your four or more references/authors)

c) Conclusion (brief summary of the contents of the paper)

d) References (use a separate page).

Assessment 2: Students’ knowledge about how to be an advocate will be measured with a rubric based on the quality of the advocacy plan. Complete items 3 through 5 by Thursday 8/7 (25%).

TECHNICAL ASSISTANCE:If you experience difficulty transmitting attachments via e-mail or via the

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assignments tool in Blackboard, please contact the help desk at 940-565-2324 or vista@unt.edu or go to the student resources page at http://ecampusupport.unt.edu/student to download Java or check your browser status, or reset your password if needed. In the meantime, you may send your assignments to this e-mail address, Ricardo.Gonzalez@unt.edu until the problem is resolved.

COMMUNICATIONSWe will use e-mail, discussions, announcements, telephone, chat and Skype (as needed) to communicate. If you have questions or need clarification about assignments, please communicate with me before assignments are due. I will check and respond to e-mails daily. Please observe the following Netiquette guidelines during the discussions:

1. Tone down your language. Given the absence of face-to-face clues, written text can easily be misinterpreted. Avoid the use of strong or offensive language and the excessive use of exclamation points. If you feel strongly about a point, it may be best to write it first as a draft and then review it, before posting it, in order to remove any strong language.

2. Keep a straight face. In general, avoid humor and sarcasm. These frequently depend either on facial or tone of voice cues absent in text communication or on familiarity with the reader.

3. Be forgiving. If someone states something that you find offensive, mention this directly to the instructor. Remember that the person contributing to the discussion may be new to this form of communication. What you find offensive may quite possibly have been unintended and can best be cleared up by the instructor.

4. The recorder is on. Think carefully about the content of your message before contributing it. Once sent to the group, there is no taking it back. Also, although the grammar and spelling of a message typically are not graded, they do reflect on you, and your audience might not be able to decode misspelled words or poorly constructed sentences. It is a good practice to compose and check your comments in a word-processor before posting them.

5. Test for clarity. Messages may often appear perfectly clear to you as you compose them, but turn out to be perfectly obtuse to your reader. One way to test for clarity is to read your message aloud to see if it flows smoothly. If you can read it to another person before posting it, it will be even better.

6. Netspeak. Although electronic communication is still young, many conventions have already been established. DO NOT TYPE IN ALL CAPS. This is regarded as shouting and is out of place in a classroom. Acronyms

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and emoticons (arrangements of symbols to express emotions) are popular, but excessive use of them can make your message difficult to read.

IX. ATTENDANCE POLICYAttendance to this online course is defined as participation and submission of weekly assignments on the scheduled dates. With the exception of lack of participation due to illness or death in the family there will not be other absences accepted (Please submit to me a copy of doctor’s excuses or obituaries via e-mail attachment). Missing assignments will carry a grade of zero.

LATE WORK POLICYLate work will not be accepted after the due date except for illness with a doctor’s excuse or death in the family with copy of obituary. All work will be due in Blackboard on the dates indicated in the schedule of assignments and assessments.

X. PURPOSE AND RATIONALEThis course is intended to prepare teacher candidates as effective professionals serving ELL students. The contents of this course will provide the foundation about ESL and bilingual education issues in today’s schools.

The overall instructional techniques will help students improve their understanding of how contextualized learning enhances meaning and comprehension. The overall instructional plan of the course is designed to help students develop knowledge, skills of critical thinking, reflection, and self-assessment. The course will also help students develop their own cultural competence in working with English language learners.

DEVELOPMENTAL/CONCEPTUAL FRAMEWORK AND STANDARDSCOLLEGE OF EDUCATION’S VISIONWe will be regionally and nationally recognized for excellence in preparing leaders in the human service and educational spheres of public, private, and corporate institutions. We will achieve this through promoting faculty and student research, designing learner –centered instruction, developing collaborative partnerships, and disseminating results of professional practices, active participation in professional and scholarly organizations, effective use of technology, and the value of intellectual and human diversity.

COLLEGE OF EDUCATION’S MISSION STATEMENTTo develop the human capacity – cognitively, socially, emotionally, and physically in our students and ultimately in the society they serve. College faculty contributes in achieving the mission by expanding knowledge through research, publication, and service.

NEW EDUCATOR STANDARDS

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The content and objectives of this course are aligned with the standards of the ESL and Bilingual Education certification programs at UNT as well as with the state ESL and bilingual standards and the Teachers of English for Speakers of Other Languages (TESOL) national standards. In addition, they are aligned with the standards of the Teacher Education Program.

XI UNIVERSITY POLICY STATEMENTS

ACADEMIC HONESTYThe UNT Code of Student Conduct and Discipline provides penalties for misconduct by students, including academic dishonesty. Academic dishonesty includes cheating and plagiarism. The term "cheating" includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term "plagiarism" includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. If a student engages in academic dishonesty related to this class, the student will receive a failing grade in the test or assignment and a failing grade in the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action. Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt.edu/policy/UNT_policy/volume3/18_116.pdf.

AMERICANS WITH DISABILITIES ACT (ADA) POLICYThe University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. UNT provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation, please see me or contact the Office of Disability Accommodation at 940-565-4323 or visit that office at the University Student Union, room 321 during the first week of class to obtained authorized documentation. Generally, the accommodations consist of extended time to submit assignments.

COLLECTION OF STUDENT WORK SAMPLES POLICY In order to monitor students' achievement and improve its instructional programs, the Department of Teacher Education and Administration collects random,

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anonymous student work samples to be analyzed by internal and external reviewers.

COMPREHENSIVE ARTS PROGRAM POLICY The Elementary Education program area supports a comprehensive arts program to assist pre-service and in-service teachers to design and implement curricular and instructional activities that infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

TECHNOLOGY INTEGRATION POLICY The Elementary Education program area supports technology integration to assist pre-service and in- service teachers to design and implement curricular and instruction activities that infuse technology throughout the elementary and middle school curriculum.

THE STUDENT EVALUATION OF TEACHING EFFECTIVENESS (SETE)Is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class. The administration of the SETE, will remain open until the end of the semester.

NOTICE FOR F-1 STUDENTS TAKING DISTANCE EDUCATION COURSESF-1 students enrolled in courses for credit or classroom hours, no more than one course or three credits per session or semester may be counted toward the full course of study requirement if the course is taken online or through distance education and does not require the student’s physical attendance for classes, examinations or other purposes integral to completion of the course. If the F-1 student’s course of study is in a language program, no online or distance education classes may be considered to count toward a student’s full course of study requirement. To comply with immigration regulations, a F-1 student within the U. S. may need to engage in an on-campus experiential component for the course. The component, which must be approved in advance by the instructor, can include activities such as taking on-campus exams, participating on on-campus lecture or lab activity, working at the computer lab, or other on-campus experience integral to the completion of this course. It is the responsibility of the student to submit a written request to the instruction using a form available at the International Student and Scholar Services Office, Tel.940-565-2195, e-mail: internationaladvising@unt.edu, during the first week of classes.

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XII. BIBLIOGRAPHY

August, D. & Hakuta, K. (Eds.) (1997). Improving Schooling for Language Minority Children: A Research Agenda. Washington, D. C.: National Academy Press.

Bennett, C. (2007). Comprehensive Multicultural Education: Theory and Practice, Sixth edition. Boston, MA: Pearson Education.

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language, Third Edition. Boston, MA: Heinle &Heinle Publishers.

Cummins, J. (1981b). Bilingualism and minority children. Ontario: Ontario Institute for Studies in Education.

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.

Cummins, J. (2000). Language, Power, and Pedagogy. Buffalo, NY: Multilingual Matters Limited.

Hakuta, K. (1986). Mirror of Language: The Debate of Bilingualism. New York: Basic Books, Inc.

Krashen, S. D. (1985). The input hypothesis: Issues and Implications. London: Longman.

Krashen, S. D. (1987). Principles and practice in second language acquisition. New York: Prentice Hall.

Larsen-Freeman, D. (200). Techniques and Principles in Language Teaching, Second edition. New York, NY: Oxford University Press.

Lesson-Hurley, J. (2008). The Foundations of Dual Language Instruction, Fourth edition, New York, NY: Addison Wesley Longman, Inc.

Ramirez, J. D., Yuen, S. D., Ramey, D. R. (1991). Final Report: Longitudinal study of structured English immersion strategy, early exit and late exit programs for language minority children. Report submitted to the US Department of Education. San Mateo, CA: Aguirre International.

ONLINE RESOURCESCenter for Research on Education, Diversity & Excellence, www.crede.ucsc.eduNational Association for Bilingual Education, www.nabe.org.National Clearinghouse for English Language Acquisition, www.ncela.gwu.eduIntercultural Development Research Association, www.idra.org

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Teachers of English for Speakers of Other Languages, www.tesol.orgU. S. Department of Education, www.ed.govColorin Colorado, www.coloringcolorado.orgNational Council of La Raza, www.nclr.orgThe Center for Equity and Excellence in Education, www.ceee.gwu.edu

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