Yvonne Freeman and David Freeman–November 4, 2012

David and Bonnie Freeman

Dr. Yvonne Freeman and Dr. David Freeman University of Texas at Brownsville, USA

“Academic Language for English Language Learners”

November 4, 2012
7:00 p.m. USA/New York Time Zone
Student host: Ryan Boylan

Dr. Yvonne (Bonnie) Freeman is a Professor of Bilingual Education, and Dr. David Freeman is a Professor of Reading and ESl and the chair of the Language, Literacy, and Intercultural Studies Department at the University of Texas at Brownsville. Bonnie and David Freeman present and publish together in the areas of bilingual education, second language acquisition, and literacy education for English learners. The Freemans present regularly at international, national, and state conferences-including NABE (National Association of Bilingual Education), TABE (Texas Association of Bilingual Education), NCTE (National Council of Teachers of English), IRA (International Reading Association), and TESOL (Teachers of English to Speakers of Other Languages) and give featured and keynote presentations across the country. In 1994-95, they spent a year in Mérida, Venezuela, at the Universidad de Los Andes as a Fulbright scholar. In the summer of 1997, they worked with bilingual teachers in Argentina and Uruguay. She has also taught courses in Spain and Lithuania.

The Freemans have published articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, Spanish children’s literature, and second language acquisition. The Freeman’s newest book is Academic Language for English Language Learners and Struggling Readers(Heinemann, 2009).

Academic Language for English Learners

Other recent books are English Language Learners: The Essential Guide, published (Scholastic, 2007), and a book they edited, Diverse Learners in the Mainstream Classroom (Heinemann, 2008). Other Heinemann books by the Freemans include the second edition of Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms (Heinemann,2008) and the translation of this book, La enseñanza de la lectura y la escritura en salones bilingües y de doble imersión (Heinemann, 2009), Dual Language Essentials for Teachers and Administrators (2005), Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar (2004); Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners(2002), the second Acquisition (2001), which received the Mildenberger Award from the Modern Language Association for outstanding research in the field of foreign and second language teaching, Teaching Reading in Multilingual Classrooms (2000), and ESL/EFL Teaching: Principles for Success (1998). These books can be found at (http://www.heinemann.com/).

In addition, to their other publications, the Freemans are lead authors of Rigby’s new ESL program, On Our Way to English, and are part of the author team for Rigby’s new Rigby Literacy program, Literacy by Design. 
They have also recently authored a new Rigby product, STEEL (Strategic Teaching Essentials for English Learners), a professional development program for teachers to support their teaching of ELLs.http://rigby.hmhco.com/en/rigby.htm

A partial list of the Freemans’ books is shown below:

Freeman, D., & Freeman, Y. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.

Between Worlds

Freeman, Y., & Freeman, D. (2009). La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión (segunda edición revisada ed.). Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (2009). Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (2007). English language learners: The essential guide. New York: Scholastic.

Freeman, Y., & Freeman, D. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms (2nd ed.). Portsmouth, NH: Heinemann.

Freeman, Y., Freeman, D., & Mercuri, S. (2005). Dual language essentials for teachers and administrators. Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Essential Linguistic

Freeman, Y., & Freeman, D. (2002). Closing the achievement gap: How to reach limited formal schooling and long-term English learners. Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (2001). Between worlds: Access to second language acquisition, (2nd ed.). Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.

Freeman, Y., & Freeman, D. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann.

Freeman, Y., & Freeman, D. (1998). La enseñanza de la lectura y la escritura en español en el aula bilingüe. Portsmouth, NH: Heinemann.

Freeman, Y., & Freeman, D. (1996). Teaching reading and writing in Spanish in the bilingual classroom. Portsmouth, NH: Heinemann.

Freeman, D., & Freeman, Y. (1994). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann.

Freeman, Y., & Freeman, D. (1992). Whole language for second language learners. Portsmouth, NH: Heinemann.

Goodman, K., Shannon, P., Freeman, Y., & Murphy, S. (1988). Report card on basal readers. New York: Richard C. Owen.

Journal Articles:

Freeman, D., & Freeman, Y. (2008). Teaching language through content. Revista Educacíón y Pedagogía, 51, 96-110.

Freeman, D., & Freeman, Y. (2007). “Bienvenidos” “Huanying” “Welkom” “Tuloy Kayo” WelcomeInstructor,117(1), 50.

Gómez, L., Freeman, D., & Freeman, Y. (2005). Dual language education: A successful 50/50 model. Bilingual Research Journal, 29(1), 145-164.

Freeman, Y., Kranz, P., & Freeman, D. (2005). Majority to minority: Anglos in a world of Latinos. Journal of Intercultural Disciplines, V (Winter), 47-59.

Freeman, Y., & Freeman, D. (2004). Connecting students to culturally relevant texts. Talking Points, 15(2), 7-11.

Freeman, Y., & Freeman, D. (2003). Struggling English language learners: Keys for academic success. TESOL Journal, 12(3), 5-10.

Freeman, Y., Freeman, D., & Mercuri, S. (2003). Helping Middle and High School Age English language learners achieve academic success. NABE Journal of Research and Practice.

Freeman, Y., Freeman, D., & Mercuri, S. (2003). Supporting older bilingual students: Keys for success. NYSABE Journal, 14, 1-18.

Freeman, Y., Siemens, H., & Freeman, D. (2003). Helping future bilingual educators find their voice. TABE Journal, 7(1), 35-42.

Freeman, Y., & Freeman, D. (September, 2002). Meeting the academic needs of three types of bilingual students. Leaders of Learners, 1-2, 5-8.

Freeman, Y., Mercuri, S., & Freeman, D. (2001). Keys to success for bilingual students with limited formal schooling. Bilingual Research Journal, 25(1,2), 203-213.

Freeeman, Y., & Freeman, D. (2000). The checklist of effective practices for English language learners in action in social studies classrooms. Social Studies Review, 40(1), 28-36.

Freeman, Y., & Freeman, D. (2000). Meeting the needs of English language learners. Talking Points, 12(1), 2-7.

Freeman, Y., & Bonett-Serra, M. (2000). El diseño de un programa efectivo para el desarrollo de la escritura. Legenda, 3(4-5), 45-50.

Freeman, D., & Freeman, Y. (1999). The California reading initiative: A formula for failure for bilingual students? Language Arts, 76(3), 241-248.

Freeman, Y. (1998). Providing quality children’s literature in Spanish. The New Advocate, 11(1), 23-38.

Freeman, Y., & Serra, M. (1997). Alternativas positivas para la enseñaza tradicional de la lectura. Lectura y vida, XVIII(2), 17-26.

Freeman, Y., Freeman, D., & Fennacy, J. (1997). California’s reading revolution: What happened? The New Advocate, 10(1), 31-47.

Freeman, Y., Freeman, D., & Fennacy, J. (1996). The California reading task force and whole language: Does anyone understand? Talking Points, 7(3), 2-5.

Freeman, Y., & Freeman, D. (1995). Conditions that promote change in schools. School of Education Journal, 14 (December), 10-13.

Freeman, Y., Goodman, Y., & Serra, M. (1995). Revalorización del estudiante bilingüe mediante un programa de lectura basado en literatura auténtica. Lectura y Vida, 16(1), 13-24.

Freeman, D., & Freeman, Y. (1993). Strategies for promoting the primary languages of all students. The Reading Teacher, 46(7), 552-558.

Freeman, D., & Freeman, Y. (1993). Whole Language: How Does it Support Bilingual Learners? Annual Conference Journal: NABE ‘90. ‘91, 159-174.

Freeman, Y., Freeman, D., & Lindberg, S. (1993). Voices of teacher educators reflecting on their curriculum together. Teacher Education Quarterly, 20(1), 37-49.

Freeman, Y., & Goodman, Y. (1993). Revaluing the bilingual learner through a literature reading program. Reading and Writing Quarterly: Overcoming Learning Difficulties., 9, 163-182.

Freeman, D., & Freeman, Y. (1992). Is whole language teaching compatible with content-based instruction. The Catesol Journal, 5(1), 103-108.

Freeman, D., Freeman, Y., & Fennacy, J. (1992). California’s reading revolution: A review and analysis. The New Advocate, 6(1), 41-60.

Freeman, Y., & Freeman, D. (1991). Using sheltered English to teach second language learners. California English, 27(1), 6-7, 26.

Freeman, Y., & Freeman, D. (1991). Doing social studies: Whole language lessons to promote social action. Social Education, 55(1), 29-32, 66

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