Carlos J. Ovando is a professor of education and counselor, an initiative of the Americas, Office of the vice president for the company & school of the university; amp; University of Education, Office of the Dean, Arizona State University (ASU .) Dr. Ovando has also served as associate dean for education professor and director of the division of curriculum and instruction. Before joining the faculty and administration at Arizona State University, he served as chair of the department of curriculum and instruction at Indiana University, Bloomington and also served as director of bilingual education program. He received his Ph.D. in curriculum and instruction, and international comparative education from the University of Indiana. A former Spanish teacher from high school, his research, teaching, and service focus on factors that contribute to student academic achievement of minority language and different ethnic groups. He has served as guest editor of two special editions of quarterly educational research, and contributed to the first and second editions of the handbook of research on multicultural education. In addition, he has published in the following locations: Researcher education, Journal of Education, Bilingual Research Journal, Delta Kappan, Educational Leadership, file Kappan Delta Pi, Yearbook 2003 of Peabody Phi World: Language Education (page / Thompson Kogan) and the Harvard Educational Review. His books include (with Carol Combs and Mary Miner of Virginia P.) Bilingual and ESL classrooms: Teaching in multicultural contexts, 3 / e (McGraw-Hill, 2003) (with Peter McLaren) policy of multiculturalism and bilingual education: Teachers and students caught in the crossfire (McGraw-Hill, 2000) and (with Colleen Larson) The color of bureaucracy: The politics of equity in multicultural communities of school (Thompson / Wadsworth, 2001). Professor Ovando has given presentations in Canada, Costa Rica, Cuba, Egypt, England, Guam, Mexico, Nicaragua, the Netherlands, the Philippines, Spain and the United States. He has been professor of education at the University of Indiana, Oregon State University, the University of Alaska, Anchorage, and the University of Southern California. He has also been a visiting scholar at the Universidad Nacional de Costa Rica (Instituto de Estudios Latinoamericanos) and the University of Washington, Seattle. He has worked with Chicanos, Mexican Nationals, Athabascan Indians, Asian Americans, Pacific Islanders, African Americans, Southwestern Indians, Chamorros, the Costa Ricans, and Nicaraguans. He is the recipient of two awards for teaching excellence recognition from the school of education at the University of Indiana. He has served as a member of the peer review committee of discipline to the program's specialists as well as the Fulbright selection committee for the program of the Fulbright Teacher Exchange. He serves on the editorial board of the Journal of the American educational research (AERJ). Born in Nicaragua, Carlos Ovando immigrated to the United States in their preteen years and therefore has experienced firsthand many of the issues academic, cultural, and emotional, that minority students face language in the United States. He is a naturalized citizen of the United States. Maria Carol combs are adjunct assistant professor in the department of language, reading and culture, where she teaches courses and graduate student in bilingual and multicultural education, bilingual education, Native American, English as a second methodology of a language and multicultural education. In addition, she is a research scientist in the office of applied research in the anthropology program (BARA), University of Arizona, where she is conducting a study on the 1C, and Americanization executed Unified School District Tucson from 1919 to 1965. Dr. Combs, academic interests include law and policy of bilingual education, language planning, revitalization and development of indigenous languages, and bilingual and ESL teacher preparation. She is former director of the English over the clearing house of information, a national clearinghouse on language straightens and order based in Washington, DC, and she remains active in national networks of policy relating to developments in bilingual education. Dr. Combs received her Ph.D. language, reading and culture at the University of Arizona (1995), an MA in applied linguistics from Georgetown University (1983), and a BA in German from the University of Michigan (1978).
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Raising a bilingual baby it is extremely difficult if you don 't know what to do. It is also much more difficult if you do not speak the language you want your child to learn. The following checklist will point definitely in the right direction to have a true bilingual baby.
Start early: It 'the SA commonly held belief that the early bird catches the worm. This is doubly true when it comes to learning languages. The earlier a language is learned more quickly assimilated into the mind of a person. Those who learn a language as a child is more likely to have a larger vocabulary and a better grasp of the language. Added to that, young children have a natural tenancy to learn languages more quickly than their older counterparts.
Have the right tools: Bilingual books This is essential to the teaching of any person, including children, how to speak a second language. There are plenty of books, CDs and DVDs to help teach other languages. Now there are very good version of the software available for download that can do wonders for both kids and adults alike. However, the point to remember is that NO?? N working software excellent for adults unable to work for children in the same manner and to make sure you choose appropriately.
Arrange play dates bilingual: Find a list of parents and schools that can provide you with bilingual play dates. All children learn through play and a play date with a child from another culture will help the long term, and its goal to have your baby grow up in the bilingual. Ask around and you will certainly find many people seeking the same thing.
Play games: It's really essential that your not bogged down, or with learning unnecessary. It must be fun? N if is at all effective. If you don 't make learning a fun new? N of the tongue and a toy? N then its not, or do not learn? N. It 's as simple as "is. Keep the fun? N of things and continue? N your interest? S in learning for their entire lives.
This short checklist gives you what you need to help raise a bilingual baby. The short and simple fact is they need socializing, fun and hard work on your part to become truly proficient in another language so put; t give up if it starts to become difficult. Remember, all your hard work will pay off eventually and you will love the results that follow.
