Introduction • Chapter 3 presents ideas to help you plan a program for dual-
• Chapter 4 outlines how children develop their first and
second language and explains how teachers can enhance this
development. • Chapter 5 offers strategies to support immigrant families.
• Chapter 6 presents tips on setting up an effective environment
and curriculum for dual-language learners.
• Chapter 7 discusses how to teach English as a second language in
a multilingual classroom.
• Chapter 8 gives ideas for honoring and supporting home
languages. • Chapter 9 helps you assess your environment, instruction, and
program quality as well as your students’ learning and their fami-
The examples in this book come from real life. In some cases, I was
the teacher. In other cases, I observed the situations during classroom
visits. To protect the participants’ privacy, I have changed all names and
locations. At the end of each chapter, I offer reflection questions to help you
review what you’ve read and consider your own situation. You can use
the questions individually or in dialogue with colleagues. Throughout the
book, I provide techniques, checklists, handouts, and tips to aid you in
program planning and professional development. An exclamation point
icon (such as the one to the left of this paragraph) lets you know you’re
about to encounter a helpful tip and makes quick reference to the infor-
mation easy as you do your important work.