Essential Spanish For Teachers And Other School Personnel

Dr. Joe H. Alcorta grew up speaking Spanish. He was born in Novice, Texas, and at the age of two months, his parents took him to Monterrey, Mexico. For seven years, he lived in Mexico. Upon his return, he graduated from Olton High School, and then he received his bachelor's degree from Hardin-Simmons University. He obtained his master's degree from Howard Payne University and earned his Ph D degree from Texas Tech in Lubbock, Texas. He has taught Spanish in high school and at the university level for over forty five years. At the present time, he works as a professor of Spanish at Hardin-Simmons University, Abilene, Texas. Dr. Alcorta has traveled to Mexico, Taiwan, and Spain. He has taught many Spanish classes for professional people. Several newspapers have published his book, Speak Spanish in 60 Days. For many years, Professor Alcorta has served as a guest columnist for the Abilene Reporter-News in Abilene, Texas. He has written many articles in different fields. Dr. Alcorta and his wife of forty-nine years, Liandra, have four children and nine grandchildren. Dr. Alcorta has run five marathons, and many 5Ks and 10Ks. He enjoys reading and writing. He has served on many city boards, and he was elected to The Abilene City Council for two terms. In church, he has taught Bible classes for over forty years, and he enjoys memorizing Scripture. He maintains active membership as a Rotarian and as a Gideon.

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Overcome the language barrier with your Spanishspeaking students and their families! Includes English-Spanish translation charts, idiomatic expressions, cognates (words in both languages that are very similar in spelling and pronunciation), and more. Tabbed for quick access, is organized around three sections -- Inside the Classroom, Inside the School, and Inside Family Communication -- and covers the typical situations and events in an elementary school day. Each chapter begins with a photo that illustrates the topic and a dialogue table followed by a list of useful expressions, vocabulary focusing on cognates, cultural presentations, and common structures.

A manual to provide elementary teachers of Spanish-speaking students with a knowledge of the Spanish language so that they may be able to function better in the classroom

Correlated to Basic Spanish, this worktext provides current and prospective elementary and secondary school teachers, including ESL teachers, with a basic knowledge of Spanish. Applied presentation features realistic dialogues, personalized questions, situational role-plays, and realia-based activities that correspond grammatically with those in Basic Spanish. Practical, specialized vocabulary includes terms essential for communicating in classroom and school settings, an in-text audio CD, and Un paso maacute;s sections that offer additional vocabulary practice and realia-based activities. Cultural focus highlights Hispanic customs and traditions relevant to the subject matter of the lesson, in Notas culturales sections. Comprehension checks begin with comprehension questions on the dialogues in the Diacute;game section that follows the vocabulary lists in the worktext, and end with pair activities in the Hablemos section for immediate reinforcement. Convenient Phrasebooks provide vocabulary words and phrases found in the worktext for quick, on-the-job reference.

How can we create high-quality learning environments for children from socially, politically, and economically marginalized groups? How do early childhood programs help to overcome the challenges created by poverty? Seeking to answer these questions, The Starting Line delves into the ups and downs of early education programs serving Latinas/os in Texas, using the state as a window into broader debates about academic opportunity and the changing demographics of the United States. Immersing readers in the day-to-day activities of Texas's early childhood education programs, Robert Crosnoe illuminates how significant obstacles can stymie the best intentions. Crosnoe pays particular attention to the complex connections among classrooms, schools, families, and communities, as well as the frequently unfolding interplay of educational philosophies. The result is a story highlighting the promises of early childhood education, the perils faced in attempting to fulfill them, and the degree to which Texas stands at the forefront of some larger movements and lags behind in others. Giving voice to bilingual educators and low-income Latina/o families, this book is a timely exploration of the strengths and needs of what will soon be the largest share of the US child population.