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La enseñanza en el aula bilingüe: Content, language, and biliteracy (Spanish Edition)

SKU: 1934000434
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La enseñanza en el aula bilingüe: Content, language, and biliteracy by Mercuri and Musanti with Rodríguez is for teachers who dedicate their work to bilingualism, biliteracy, and equity for bilingual learners. The book is written in Spanish (not translated from English), and it has two major goals for pre-service and practicing teachers:
  1. Teachers learn how to develop, implement, and monitor interdisciplinary biliteracy units of instruction that they can use in any type of bilingual program—while effectively addressing the diverse needs of simultaneous and sequential bilingual learners from Spanish-speaking homes, bilingual homes, and English-speaking homes.
  2. Bilingual teachers will have opportunities to leverage their own bilingual resources and cultural funds of knowledge to strengthen their academic Spanish and biliteracy, with a focus on academic reading and writing in Spanish, as they use this book.

Each chapter in this ground-breaking book uses the classic Preview (English) – View (Spanish) – Review structure, using English for a brief preview and review of the chapter to support bilingual teachers with a wide range of expertise in oral and written Spanish and English.


Anclado en la pedagogía de translenguar, este libro está pensado como un recurso para el desarrollo de la biliteracidad interdisciplinaria, la cual definimos como un proceso dinámico y holístico en el que diferentes prácticas de literacidad se entrelazan al enseñar en las áreas de contenido. Esto significa que en el proceso de enseñar y aprender guiado por la planificación de unidades interdisciplinarias, se integran oportunidades para desarrollar habilidades lingüísticas y de literacidad que otorgan a los estudiantes espacios para recurrir a todo su complejo repertorio lingüístico. A lo largo de este libro, se incluyen ejemplos que ilustran como las/os maestras/os que trabajan con alumnos bilingües crean situaciones de aprendizaje que integran múltiples oportunidades para leer y escribir distintos tipos de textos en ambos lenguajes, modelar conexiones interlingüísticas, y desarrollar la conciencia metalingüística en las áreas de contenido.

Características principales

  • Un marco de planificación interdisciplinaria para cualquier tipo de programa bilingüe de modo de poder abordar eficazmente el desarrollo de la biliteracidad en español e inglés a través de la enseñanza del contenido académico.
  • Un enfoque en el aprovechamiento del complejo repertorio lingüístico de los estudiantes bilingües a través de una pedagogía del translenguar.
  • Un libro escrito en español que integra un uso fluido y dinámico de ambos lenguajes de modo de valorar y capitalizar el bilingüismo de los lectores.
  • Una series de actividades para maestros en formación, maestros en servicio en español, y para administradores en inglés que les permiten reflexionar y aplicar las ideas de cada capítulo.


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This academic text, written in Spanish with preview and review support provided in English, offers bilingual teachers specific ways to plan and implement curriculum bilingually. The authors, Sandra Mercuri, Sandra Musanti, and Alma Rodrí­guez are bilingual educators who write from their years of experience in the field of bilingual education. — Yvonne S. Freeman

About the Author

Sandra Mercuri is a nationally and internationally recognized Educational Consultant in the area of second language acquisition, dual language education, and curriculum integration for biliteracy development. She has over 30 years of experience in teaching in K–12 schools and at the university level in Argentina and the United States. At the university level, Dr. Mercuri taught courses in bilingual education and biliteracy. Her research interests are on translanguaging practices in dual language education; the intersection of content, language, and literacy for interdisciplinary biliteracy development; and the effect of long-term professional development and coaching on bilingual and ESL teachers instructional practices. Dr. Mercuri provides professional development for teachers and administrators as well as for parents nationwide. She presents at national and international conferences on issues of second language acquisition and bilingualism, dual language education, translanguaging pedagogy, and ESL strategies.Dr. Mercuri has published articles in the TESOL Quarterly, Talking Points, EJLTS, JMER, TESOL Connections, MEXTESOL, and the NABE journal, as well as Spanish professional journals The Colombian Journal of Bilingual Education: GIST and the Revista Educación y Pedagogía; she has also published more than ten book chapters. Dr. Mercuri is the author of Supporting Literacy through Science: The Challenge of Teaching Science in a Time of Accountability and Authentic Biliteracy, a supplemental PK reading program published by Velázquez Press. She has coauthored the book Dual Language Essentials for Teachers and Administrators with Drs. Yvonne and David Freeman and Research-Based Strategies for English Language Learners with Denise Rea. She is currently working on a program that highlights translanguaging pedagogy through cross-linguistic connections and the Preview/View/Review strategy.

Dr. Sandra I. Musanti is an Associate Professor in the Bilingual and Literacy Studies Department at the University of Texas Rio Grande Valley. She received her Ph.D. in Educational Thought and Sociocultural Studies from the University of New Mexico. She was a postdoctoral fellow for the Center for the Mathematics Education of Latinos/as, a project funded by the NSF. She has over 20 years of experience in teacher education in Argentina and in the United States. Presently, her research interests focus on pre-service and in-service bilingual teacher development across content areas, practice-based and translanguaging approaches in bilingual teacher preparation, novice bilingual teachers’ repertoire of practice development and identity construction, and translanguaging pedagogies in Hispanic serving institutions.

Dr. Alma Dolores Rodríguez is Dean of the College of Education and P-16 Integration at The University of Texas Rio Grande Valley (UTRGV) and Professor in the Department of Bilingual and Literacy Studies. Her research and scholarship focus on bilingual and ESL teacher preparation from three interconnected dimensions: 1) issues of language and how those impact teaching and learning; 2) the use of culturally and linguistically responsive and sustaining approaches to teacher preparation with the goal of impacting teacher candidate practice; and 3) the improvement of teacher preparation programs with an emphasis on meeting the needs of Latina/o emergent bilingual students, teachers, and communities.

Dr. Rodríguez received her Doctor of Education degree from The University of Houston. She has served in multiple leadership roles, including Interim Chair of the Department of Language, Literacy and Intercultural Studies at The University of Texas at Brownsville and Associate Dean for Assessment and Accreditation at UTRGV. Dr. Rodriguez was president of the Texas Association of Teacher Educators (TxATE) and served on the board of the Consortium of State Organizations for Texas Teacher Education (CSOTTE). She was also a member of the Council of Unit Presidents of the Association of Teacher Educators (ATE). Dr. Rodríguez is currently a member dean of Deans for Impact and of the Texas Association of Colleges of Teacher Education (TACTE).

Additional information

Dimensions 8.5 × 0.6 × 11 cm
Publisher ‏

‎ Brookes Publishing; 1st edition (April 15, 2021)

Language ‏

‎ Spanish

Paperback ‏

‎ 288 pages

ISBN-10 ‏

‎ 1934000434

ISBN-13 ‏

‎ 978-1934000434

Item Weight ‏

‎ 14.55 pounds

Dimensions ‏

‎ 8.5 x 0.6 x 11 inches


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