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Books, Guides, and Articles

Ballantyne, K. G., Sanderman, A.R. & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed. National Clearinghouse on English Language Acquisition

Baker, C. (2000).  A parents’ and teachers’ guide to bilingualism (2nd Ed.). Clevedon, UK: Multilingual Matters Ltd.

Baker, C. (2000).  The care and education of young bilinguals: An introduction for professionals.  Clevedon, England: Multilingual Matters.

Castro, D.C., Ayankoya, B. & Kasprzak, C. (2012). The new voices nuevas voces:Guide to cultural and linguistic diversity in early childhood. Baltimore, MD: Brookes Publishing, Inc.

Collins, M. F. (n.d). Less is less: How we underestimate preschoolers’ vocabulary and comprehension skills.

Derman-Sparks, L., & Edwards, J.O. (2010). The anti-bias educationfor young children and ourselves. Washington, DC: National Association for the Education of Young Children.

Durgunoglu, A.Y., & Oney, B.  (2000).  Literacy development in two languages:  Cognitive and sociocultural dimensions of cross-language transfer.  US Department of Education, Office of Bilingual Education and Minority Language Affairs (OBEMLA), Reading Research Symposium, Washington, DC. 

Eggers-Piérola, C.  (2005).  Connections and commitments /Conexión y compromiso:
Reflecting Latino values in early childhood programs. Portsmouth, NH: Heinemann

Espinosa, L.M. (2010).  Getting it right for young children from diverse backgrounds: Applying research to improve practices. Washington, DC: National Association for the Education of Young Children.

Espinosa, L. & Burns, M. S.  (2003).   Early Literacy for Young Children and English Language Learners.  In Howes, C., (Ed.) Teaching 4- to 8- year olds:  Literacy, math, multiculturalism, and classroom community (pp. 47 – 69). Baltimore, MD:  Brookes Publishing.

Espinosa, L.M. & Lopez, M. L. (2007). Assessment considerations for young English language learners across different levels of accountability: A report prepared for The National Early Childhood Accountability Task Force and First 5LA.

Garcia, E.E. & Frede, E.C. (2010). Young English language learners: Current research and emerging directions for practice and policy. NY: Teachers’ College Press.

Genishi, C. (2002). Young English Language Learners: Resourceful in the Classroom. Young children 57 (4).

Gillanders, C. & Castro, D.C. (2012). Storybook Reading for Young Dual Language Learners. Young children 66 (1) pp. 91-94.

Gonzalez-Mena, J. (2007).  50 Early childhood strategies for working and communicating with diverse families.  Upper Saddle River, NJ: Pearson.

Howes, C.,  Downer, J.T., Pianta, R. C. (2012). Dual language learners in the early childhood classroom. Baltimore, MD: Brookes Publishing, Inc.

Jiménez, R., García, G. E. & Pearson, D. (1995).  Three children, two languages and strategic reading:  Case studies in bilingual/monolingual reading.  American Education Research Journal, 32, 31- 61.

Lanauze, M., & Snow, C. E. (1989).  The relation between first- and second-language skills.  Evidence from Puerto Rican elementary school children in bilingual programs.  Linguistics and Education, 1, 323-340.

Lukens, R. J. (1990). A critical handbook to children's literature (4th ed.). New York: Harper Collins.

Morrow, L. & Gambrell, L. (2004).  Using children’s literature in preschool:  comprehending and enjoying books.  Newark, DE:  International Reading Association.

NAEYC (2005).  Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment and program evaluation

Nemeth, K.N. (2009). Many languages, one classroom: Teaching dual and English language learners. Beltsville, MD: Gryphon House, Inc.

Olsen, L., Bhattacharya, J., Chow, M., Dowell, C., Jaramillo, A., Pulido-Tobiassen, D. (Eds.). & Solorio, J. (2001). And still we speak… Stories of communities sustaining and reclaiming language and culture. Oakland, CA: California Tomorrow.

Ordonez-Jasis, R. & Ortiz, R.W. (2007). Reading Their Worlds: Working with Diverse Families to Enhance Children’s Early Literacy Development.  In D. Koralek (Ed.) A spotlight on young children and families. Washington, DC: National Association for the education of young children.

Paradis, J., Genesee, F. and Crago, M. B. (2010).  Dual language development and disorders:  A handbook on bilingualism and second language learning (2nd Ed.). Baltimore, MD:  Brookes Publishing.

Sundem, G., Krieger, J., Pikiewicz, K. (2009). 10 languages you’ll need most in the classroom. Red Leaf Press.

Tabors, P. (2008). One child, two languages:  A guide for preschool educators of children learning English as a second language (2nd Ed.). Baltimore, MD: Paul Brookes Publishing Co.

Tabors, P.O., (2002). Language and Literacy for ALL Children. Head Start Bulletin 74.

Thomas, W.P., & Collier, V.P.  (2003). The Multiple Benefits of Dual Language.  Educational Leadership, 61(2), 61-64.

Valdés, G. (1996). Con respeto:  Bridging the distances between culturally diverse families and schools; An ethnographic portrait.  New York, NY:  Teachers College Press.

Winsler, A., Díaz, R., Espinosa, L., & Rodriguez, J. (1999). When Learning a Second Language Does Not Mean Losing the First: Bilingual Language Development in Low-Income, Spanish-Speaking Children Attending Bilingual Preschool: Child Development 70 (2), 349-362.

Nuguyen-Phan, K., (1994). Vietnamese word book. Honolulu, Hawaii:
The Bess Press, Inc.

Snakenberg, L., (1983). Hawaiian word book.  Honolulu, Hawaii: The Bess Press, Inc.

Worline, S. (2006). Lots of languages: Phrasebook and reference guide. New York: Infini Press, LLC

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