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One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition Product Bundle – 1 February 2008

4.4 out of 5 stars 78 ratings
Edition: 2nd ed.

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Today's early childhood educators are serving more children learning English as a second language than ever--in Head Start alone, nearly 30% of the children speak a language other than English at home.* To support second language learners and put them on the path to academic success, every teacher needs this popular, practical, and highly readable guidebook.

Reflecting 10 years of dramatic change in early education--especially in critical areas like assessment and cultural diversity--the second edition of this bestseller gives teachers up-to-date research, usable information, and essential tools to meet the needs of second language learners in today's learning environments. Leading researcher Patton Tabors equips teachers with the foundation of knowledge they need to

  • apply cutting-edge research to their everyday teaching practices
  • address NAEYC's recommendations for responding to linguistic and cultural diversity
  • use appropriate assessment techniques for children's first and second language, including an easy-to-use observation checklist to monitor children's English language learning over time
  • discover ways to improve literacy instruction for all children, including literacy practices checklists that pinpoint areas needing curriculum support
  • understand and attend to the particular needs of internationally adopted children
  • conduct thought-provoking professional discussions with the book-club-ready study guide and materials (downloadable online)

Teachers will also get updates on all the key topics covered in the first edition, including working with parents, understanding the process of second-language acquisition, and using the curriculum and classroom organization to facilitate English language and literacy learning. Ideal for professional development, this book is the best tool a teacher can have to support the language and literacy development and school success of second language learners while honoring their home languages and cultures.

*English Language Learners Focus Group Report, 2002

A featured book in our Launching Literacy Kit!

See how this product helps strengthen Head Start program quality and school readiness.

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Review

August 2009 issue

About the Author


Prior to beginning her doctoral studies at the Harvard Graduate School of Education in 1981, Patton O. Tabors was an elementary school teacher and a childbirth educator. During her doctoral studies she focused on first and second language acquisition in young children. Her qualifying paper and dissertation research, based on 2 years of ethnographic investigation in a nursery school classroom, described the developmental pathway of a group of young children learning English as a second language. She was able to use this information as the basis for the material in One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language (Paul H. Brookes Publishing Co., 1997). Since 1987, Dr. Tabors was the research coordinator of the Home-School Study of Language and Literacy Development in collaboration with Catherine Snow and David Dickinson. During this time she also directed research related to low-education and low-income mothers reading to their preschool-age children as part of the Manpower Development Research Corporation evaluations of two welfare-to-work projects, New Chance and JOBS, and for the Harvard Language Diversity Project, a subproject of the New England Research Center on Head Start Quality, directed by David Dickinson. Dr. Tabors's latest research, a longitudinal project that was following the language and literacy development of Spanish-speaking children from preschool to second grade, combined her interests in early language and literacy development and second language acquisition in young children.

Dr. Snow is the Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education. She received her doctorate in psychology from McGill University and worked for several years in the linguistics department of the University of Amsterdam. Her research interests include children's language development as influenced by interaction with adults in home and preschool settings, literacy development as related to language skills and as influenced by home and school factors, and issues related to the acquisition of English oral and literacy skills by language minority children. She has co-authored books on language development (e.g., Pragmatic Development: Essays in Developmental Science, co-authored with Anat Ninio [Westview Press, 1996]) and on literacy development (e.g., Unfulfilled Expectations: Home and School Influences on Literacy, co-authored with Wendy S. Barnes, Lowry Hemphill, Jean Chandler, and Irene F. Goodman [iUniverse.com, 2000]) and has published widely on these topics in refereed journals and edited volumes. Dr. Snow's contributions to the field include serving on several journal editorial boards, as co-director of the Child Language Data Exchange System for several years, and as editor of Applied Psycholinguistics. She served as a board member at the Center for Applied Linguistics and was a member of the National Research Council Committee on Establishing a Research Agenda on Schooling for Language Minority Children. She also chaired the National Research Council (NRC) Committee on Preventing Reading Difficulties in Young Children, which produced a report that has been widely adopted as a basis for reform of reading instruction and professional development. She currently serves on the NRC's Council for the Behavioral and Social Sciences and Education and is President of the American Educational Research Association. A member of the National Academy of Education, Dr. Snow has held visiting appointments at the University of Cambridge, England, Universidad AutÃ3noma in Madrid, and The Institute of Advanced Studies at Hebrew University in Jerusalem, and has guest taught at Universidad Central de Caracas in Venezuela, El Colegio de Mexico, Odense University in Denmark, and several institutions in The Netherlands.

Mariela M. Páez, Ed.D., is Associate Professor at the Lynch School of Education and Human Development, Boston College. She has a doctorate in human development and psychology from the Harvard Graduate School of Education. Her primary research interests include bilingualism, childrenâ (TM)s language and early literacy development, and early childhood education. Dr. Páez has conducted several longitudinal studies with young bilingual children with funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the Office for Educational Research and Improvement of the U.S. Department of Education. Currently, she is conducting a study investigating practices of exemplary teachers for dual language learners across different early childhood programs (i.e., public, private and Head Start). Dr. Páez is author of numerous articles in top journals and, with Marcelo Suárez-Orozco, co-edited Latinos: Remaking America (University of California Press, 2008).

Product details

  • Publisher ‏ : ‎ Brookes Publishing Company
  • Publication date ‏ : ‎ 1 February 2008
  • Edition ‏ : ‎ 2nd ed.
  • Language ‏ : ‎ English
  • Print length ‏ : ‎ 256 pages
  • ISBN-10 ‏ : ‎ 155766921X
  • ISBN-13 ‏ : ‎ 978-1557669216
  • Item weight ‏ : ‎ 476 g
  • Dimensions ‏ : ‎ 15.34 x 1.83 x 22.78 cm
  • Customer Reviews:
    4.4 out of 5 stars 78 ratings

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Patton O. Tabors
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  • sfanhk
    5.0 out of 5 stars Great informative & useful book!
    Reviewed in the United States on 21 February 2011
    Verified Purchase
    Still in the middle of reading it but it's definitely a must read for educators who have students learning English in their classroom. Well written, informative mixed with author's observations of a study classroom make the research "come to life" and provides deeper meaning. Practical material for teacher use is also useful. Comes with a cd which I have still yet to look at but imagine it to be useful too. You won't regret buying this book!
  • Amazon Customer
    5.0 out of 5 stars Good for educators working with ESL children
    Reviewed in the United States on 19 September 2018
    Verified Purchase
    Ample cases and examples are provided for showing the developmental sequence of ELL. Some strategies as well as recommendations on how the curriculum to support ELL are mentioned.
  • lalabi
    5.0 out of 5 stars good book!
    Reviewed in the United States on 27 June 2011
    Verified Purchase
    The book was shipped in 3 days. This is "must have it" book for somebody who wants to learn how to teach bilingual kids and how to set up an appropriate environment for them.
    I love this book! It has very useful information and is written in easy language.
  • Pj Bauer
    4.0 out of 5 stars Important to my understanding of children learning language through more ...
    Reviewed in the United States on 8 August 2014
    Verified Purchase
    Important to my understanding of children learning language through more than one of them. Applies to CODA, spoken languages both. As we become a world culture, this understanding that we need to support the home language to ensure the development of the scaffolding for communication is very important to the success of the children caught between two or more cultures and languages.
  • Megan Roney
    5.0 out of 5 stars Review
    Reviewed in the United States on 4 November 2013
    Verified Purchase
    The book was in good condition. It came in very quickly, and the content is interesting. It is a good read to learn about how young children acquire a second language.