Between Worlds, Fourth Edition
Dual Language Essentials for Teachers and Administrators
Academic Language for English Language Learners and Struggling Readers
Between Worlds: Access to Second Language Acquisition
Diverse Learners in the Mainstream Classroom
Dual Language Essentials for Teachers and Administrators
English Language Learners: The Essential Guide
La enseñanza de la lectura y la escritura en el salón bilingüe y de doble inmersión
ESL/EFL Teaching: Principles for Success
Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners
Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar
Teaching Reading in Multilingual Classrooms
Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, Second Edition
Academic Language Mastery: Grammar and Syntax in Context
ESL Teaching, Revised Edition: Principles for Success Revised ed. Edition
Freeman, Yvonne & David Freeman (2021) Between Worlds, Fourth Edition. Heinemann.
Freeman, Yvonne & David Freeman (2018) Dual Language Essentials for Teachers and Administrators. Portsmouth , NH: Heinemann.
Freeman, Yvonne & David Freeman (2016). ESL Teaching: Principles for Success. Portsmouth, NH: Heinemann.
Freeman, David, and Yvonne Freeman. (2016). Grammar and Syntax in Context. Newbury Park, CA: Corwin.
Freeman, David, & Freeman, Yvonne. (2014). Essential linguistics: What teachers need to know to teach ESL, reading, spelling, and grammar. Portsmouth, NH: Heinemann.
Freeman, D., & Freeman, Y. (2011). Between Worlds: Access to Second Language Acquisition (3rd ed.). Portsmouth, NH: Heinemann.
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, 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. (2002). Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann.
Freeman, D., & Freeman, Y. (2000). Teaching Reading in Multilingual Classrooms. Portsmouth, NH: Heinemann.
Freeman, Yvonne, & Freeman, David (Eds.). (2015). Research on preparing inservice teachers to work effectively with emergent bilinguals. Bingley, UK: Emerald Books.
Freeman, Yvonne, & Freeman, David (Eds.). (2014). Research on preparing preservice teachers to work effectively with emergent bilinguals. Bingley, UK: Emerald Books.
Freeman, Y., Freeman, D., & Ramírez, R. (Eds.). (2008). Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas. Portsmouth, NH: Heinemann.
Freeman, Y., & Freeman, D. (2011). Bilingual Books, Bridges to Literacy for Emergent Bilinguals In R. Meyer & K. Whitmore (Eds.), Reclaiming Reading: Teachers, Students and Researchers Regaining Spaces for Thinking and Action (224-235). New York: Taylor and Francis/ Routledge.
Freeman, D., & Freeman, Y. (2009). Effective Reading Instruction for English Language Learners. In Z. Han & N. Anderson (Eds.), Second Language Reading Research and Instruction: Crossing the Boundaries (pp. 102-116). Ann Arbor, MI: Michigan University Press.
Freeman, Y., & Freeman, D. (2008). English Language Learners: Who are They? How can Teachers Support Them? In Y. Freeman, D. Freeman & R. Ramírez (Eds.), Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas (pp. 31-58). Portsmouth, NH: Heinemann.
Freeman, D., & Freeman, Y. (2007). Four Keys for School Success for Elementary English Language Learners. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 1, pp. 349-365). New York: Springer.
Freeman, D., & Freeman, Y. (2006). Teaching Language Through Content Themes: Viewing our World as a Global Village. In T. Young & N. Hardaway (Eds.), Supporting the Literacy Development of Engilsh Learners: Increasing Success in All Classrooms (pp. 61-78). Newark: DE: International Reading Association.
Freeman, David, Mary Soto, and Yvonne Freeman. 2016. "Translanguaging Success into Practice." Language Magazine no. 16 (4):18-21.
Freeman, D., & Freeman, Y. (2008). Teaching Language Through Content. Revista Educacíón y Pedagogía, 51, 96-110.
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 Biilingual 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, D., & Freeman, Y. (1999). The California Reading Initiative: A Formula for Failure for Bilingual Students? Language Arts, 76(3), 241-248.
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, 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, 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.
Freeman, D., & Freeman, Y. (1990). Case Studies: Viewing New Students in New Ways. California English, 26(3), 8-9, 26-27.
Freeman, Y., & Freeman, D. (1990). New Attitudes for New Students. Holistic Education Review, 3 (2), 25-30.
Freeman, Y., & Freeman, D. (1989). Changing Contexts in Secondary Classrooms by Altering Teacher Assumptions. The Catesol Journal, 2(1), 27-43.
Freeman, Y., & Freeman, D. (1989). Bilingual Learners: How Our Assumptions Limit Their World. Holistic Education Review, 2(4), 33-39. Also in R. Miller (Ed.), New Directions in Education: Selections from Holistic Education Review (pp. 186-198). Brandon, VT: Holistic Education Press, 1991. Freeman, D., & Freeman, Y. (1987). Success for LEP Students: The Sunnyside Immersion Program. TESOL Quarterly, 21(2), 361-367.
Freeman, D., & Freeman, Y. (1987). Teaching Listening Comprehension by Using the Speech Acts. Journal of Intensive English Studies, 1(1), 17-40.
Freeman, D. (1987). Assignment of Pronoun Reference: Evidence that Young Readers Control Cohesion. Linguistics and Education, 1(2), 153-176.
Freeman, D., (1984). Educational Implications of the Work of Lev Vygotsky and Jean Piaget. SCOPE Arizona Association of Supervision and Curriculum Development(Spring), 22-26.