“we know that all good things take time - stanley a lucero quotes.doc · web viewhelp your...

“…bilingualism suggests that a bilingual person has native-like control of

two languages.”

(Bloomfield 1933 as referenced by Leslow-Hurly, 1996, p. 57) Leslow-Hurley, Judith.The Foundations of Dual Language Instruction, Second Edition.

Longman Publishers USA, White Plains, NY, 1996, ISBN #0-8013-1556-5.

Stanley A. Lucero. Email: [email protected] Webpage: www.lucerito.net26963 Merril Ave, Madera, CA 93638. 1-559-661-0510

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“The appeal of Dual Language Education is that it combines

Maintenance Bilingual Education and Immersion Education Models

in an integrated classroom composed of both language majority and language minority students

with the goal of fullbilingualism and biliteracy.”

(Lindholm-Leary 2001, p. 1) Lindholm-Leary Ph.D., Kathryn. Biliteracy for a Global Society: An Idea Book on Dual Language Education. National Clearinghouse on English Language Acquisition & Language Instruction Education Programs, www.ncela.gwu.edu, Washington DC, August 2000.


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“Over the years, students in aTwo-Way Bilingual Immersion Programnot only achieve a high level of bilingual

proficiency, but also becomeBiliterate, acquiring

academic content knowledge and skillsin both languages.”

(Ann Leavenworth Two-Way Bilingual Immersion Brochure)


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“One of the most significant issues concerning Latinos is the right to retain and develop the

Spanish language. From the moment of beginning school and sometimes even before, Latino children are faced with societal prejudice against their home

language.

(Ada 2003, p. 50) Ada, Alma Flor. A Magical Encounter. Latino Children’s Literature in the Classroom. Second Edition. Pearson Education Inc.,

Boston, MA, 2003, ISBN #0-205-35544-7.


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“They [immigrants] know what happens in families when children abandon the family language

and parents are no longer able to communicate easily with them.

They know about the gradual erosion of trust and understanding among family members and about

the loss of parental control.

(Fillmore, 2000, p. 208).” Fillmore, Lily Wong. “Loss of Family Languages: Should Educators Be Concerned? THEORY INTO PRACTICE, Volume 39, Number 4, Autumn 2000, copyright 2000 College of Education, The Ohio State University 0040-5841/ 2000 $1.50.


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“A normal child enters kindergarten

with a vocabulary of approximately 8000 words.”

(Lesslow-Hurley, p. 42) Leslow-Hurley, Judith. The Foundations of Dual Language Instruction, Second Edition. Longman Publishers USA, White Plains, NY, 1996, ISBN #0-8013-1556-5.


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“Language is essential for all learning.

It is generally found that the better the child’s language skills are in her own language,

the more capable she will be of learning and using a foreign language.

(Dunn 1998, p. 37)” Dunn, Opal. Help Your Child with a Foreign Language. Berlitz Publishing Company, Inc., Princeton, NJ, 1998, ISBN #2-8315-6806-4.


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“Culture shock can have

severe effects.”

(Triandis 1994, p. 263).” Triandis, Harry C. Culture and Social Behavior. McGraw-Hill Inc., New York, NY, 1994, ISBN #0-07-065110-8.


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“By the time children attend school, they have already acquired a rich reservoir of concepts associated with the home language. When these children learn another language,

their process entails associating the new language with concepts previously acquired.

(California Department of Education, 2003, p. 19)” California Department of Education. Foreign Language Framework for California Public Schools. Kindergarten Through Grade Twelve. California Department of Education, Sacramento, CA, 2003, ISBN # 0-8011-1570-1.


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“Five factors must guide the way we design the environment for second language learning. The

language with which we surround the learner must be meaningful and it must be relevant. It must also be just beyond the learner’s current ability level in order

to push language development forward. It also is important that the language is held in high esteem by both the learner and the larger society. Finally, a key

to developing oral proficiency is the actual use of the second language. In the time dedicated to second language learning, teachers must insist that students

use that language rather than resort to the more proficient language they have in common

(Cloud, Genesee & Hamayan, 2000, p. 55).” Cloud, Nancy, Genesee, Fred and Hamayan, Else. Dual Language Instruction. A Handbook for Enriched Education. Heinle & Heinle Publishers, Boston, MA, 2000, ISBN #0-8384-8801-3.


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“… teachers can help parents understand that they must provide children opportunities

to attain a mature command of their first language

in the home…

(Fillmore, 2000, p. 209).” Fillmore, Lily Wong. “Loss of Family Languages: Should Educators Be Concerned? THEORY INTO PRACTICE, Volume 39, Number 4, Autumn 2000, copyright 2000 College of Education, The Ohio State University 0040-5841/ 2000 $1.50.


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“We know that all good things take time. Therefore, be patient, little by little we will go far. The destination

Bilingualism is worth the time invested.”

(Yolanda Lucero, two-way Kindergarten teacher)


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What are the Ann L Two-Way teachers doing?

English time and Spanish time Cross-age bilingual tutors Bilingual students are translators Student oral presentations Picture vocabulary Positive reinforcements for 2nd

language use Classroom ambassadors Bilingual parent performances Oral language activities


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2nd language ideas for the home

Develop your home language Use school and community library Make friends with two-way families Start collections of pictures by topics Talk with your children often Visit community sites where your 2nd

language is spoken Learn a 2nd language Designate Spanish and English time

for your home


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