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The Upside Down Boyby Juan Felipe Herrera
Synopses & Reviews
The author recalls the year when his farm worker parents settled down in the city so that he could go to school for the first time. Jaunito is bewildered by the new school and misses the warmth of country life. Everything he does feels upside down, and his tongue feels like a rock when he speaks English. But his sensitive teacher and loving family help him find his voice through poetry, art, and music. Full-color illustrations.
The author recalls the year when his farm worker parents settled down in the city so that he could go to school for the first time. Full-color illustrations.
The Upside Down Boy/El nino de cabeza
About the Author
Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction. Dr. Tinajero specializes in staff development and school-university partnership programs and has consulted with school districts in the U.S. to design ESL, bilingual, literacy, and bi-literacy programs. She has served on state and national advisory committees for standards development, including the English as a New Language Advisory Panel of the National Board of Professional Teaching Standards and the Texas Reading Academies. She is currently professor of Education and Interim Dean of the College of Education at the University of Texas at El Paso and was President of the National Association for Bilingual Education, 1997-2000. Dr. Schifini assists schools across the nation and around the world in developing comprehensive language and literacy programs for English learners. He has worked as an ESL teacher, reading specialist, school administrator and university professor. Through an arrangement with California State Polytechnic University at Pomona, Dr. Schifini currently serves as program consultant to two large teacher-training efforts in the area of reading for second language speakers of English. His research interests include early literacy and language development and the integration of language and content-area instruction.
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