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.

This book provides educators with a comprehensive overview of dual language education and how to best meet the educational needs of dual language learners. The book is an excellent resource because it gives tools and strategies to guide emerging dual language educators.

• Acknowledgements About the BookPart 1: Understanding the EssentialsChapter 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 DevelopmentChapter 4: Creating Culturally and Linguistically Diverse Environments for Dual Language LearnersChapter 5: Understanding and Facilitating PlayChapter 6: Developing Bilingualism and Biliteracy Across the Content AreasChapter 7: Learning Through a Second LanguageChapter 8: Designing Authentic Assessment Chapter 9: A Glimpse into Ms. Rocha’s Classroom: An Integrated Lesson Additional ResourcesGlossaryAbout the AuthorsIndex

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.

This book provides educators with a comprehensive overview of dual language education and how to best meet the educational needs of dual language learners. The book is an excellent resource because it gives tools and strategies to guide emerging dual language educators.

• Acknowledgements About the BookPart 1: Understanding the EssentialsChapter 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 DevelopmentChapter 4: Creating Culturally and Linguistically Diverse Environments for Dual Language LearnersChapter 5: Understanding and Facilitating PlayChapter 6: Developing Bilingualism and Biliteracy Across the Content AreasChapter 7: Learning Through a Second LanguageChapter 8: Designing Authentic Assessment Chapter 9: A Glimpse into Ms. Rocha’s Classroom: An Integrated Lesson Additional ResourcesGlossaryAbout the AuthorsIndex

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.

This book provides educators with a comprehensive overview of dual language education and how to best meet the educational needs of dual language learners. The book is an excellent resource because it gives tools and strategies to guide emerging dual language educators.

• Acknowledgements About the BookPart 1: Understanding the EssentialsChapter 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 DevelopmentChapter 4: Creating Culturally and Linguistically Diverse Environments for Dual Language LearnersChapter 5: Understanding and Facilitating PlayChapter 6: Developing Bilingualism and Biliteracy Across the Content AreasChapter 7: Learning Through a Second LanguageChapter 8: Designing Authentic Assessment Chapter 9: A Glimpse into Ms. Rocha’s Classroom: An Integrated Lesson Additional ResourcesGlossaryAbout the AuthorsIndex