This title provides a solid review of the fields of bilingual education, English as a second language (ESL), world/foreign language education, and language policy and planning, and serves as a guide for teachers, administrators, and researchers who are working to address complex language and literacy needs.
This title provides a solid review of the fields of bilingual education, English as a second language (ESL), world/foreign language education, and language policy and planning, and serves as a guide for teachers, administrators, and researchers who are working to address complex language and literacy needs.
This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.
This book includes the work of 20 specialists working in various educational contexts around the world to create comprehensive and multidimensional coverage of current bilingual initiatives. Themes covered include issues in language use in classrooms; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools.
The Bilingual Revolution is a collection of inspirational vignettes and practical advice that tells the story of the parents and educators who founded dual language programs in New York City public schools. The book doubles as a "how to" manual for setting up your own bilingual school and, in so doing, launching your own revolution.
Bilingualism is not merely a "nice" addition to curriculum, but community enhancement the authors and contributors to this volume insist. Tochon is a native of Switzerland, which has three official languages, and has taught extensively in Canada, which has two official languages. In these and other settings, Tochon has experienced and researched the impact of bilingualism on schools and communities. Hanson, who is the TEACH Wisconsin Project Coordinator for Madison Metropolitan School District has also anecdotally experienced the individual and community benefits of bilingualism, joins Tochon and others in a research project designed to study the language phenomenon that they, themselves, have observed and experienced. In order to better understand the process involved, Tochon explains the idea of "deep approach": Here are the principles underlying nonintrusive action, which characterize what I call the "deep approach" to language teaching: Second languages are taught with the contribution of bilingual communities, typically those cultures and languages that are represented in the school. Action is taken with the people involved; these people participate voluntarily and freely. The approach is thematic and bottom-up. It has an ecological dimension. It is based upon projects. One does not begin with the presupposition that any one environment is superior to any other: What is at issue is the relationship between people concerned with education. Participants are conducting reflective research on their own actions. Explore with the authors the very real possibilities for developing a language learning program the benefits the students and the community.
In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket.
This updated and revised edition of Hamers and Blanc's successful textbook presents state-of-the-art knowledge about languages in contact from individual bilingualism (or bilinguality) to societal bilingualism. It is both multi- and interdisciplinary in approach, and analyses bilingualism at individual, interpersonal, and societal levels. Linguistic, cognitive and sociocultural aspects of bilingual development are explored, as are problems such as bilingual memory and polyglot aphasia. Hamers and Blanc analyse the relationship between culture, identity, and language behaviour in multicultural settings, as well as the communication strategies in interpersonal and intergroup relations. They also propose theoretical models of language processing and development, which are then applied to bilingual behaviour. Other topics reviewed include language shift, pidgins and creoles, language planning and bilingual education. This book will be invaluable to students, teachers and scholars interested in languages in contact in a range of disciplines including psycholinguistics, linguistics, the social sciences, education and language planning.
Presents a resource for teachers as they build their classroom community at the start of the school year. Includes information on welcoming learners whose abilities and cultural and linguistic backgrounds differ. Lessons include "greetings", "self portraits", "creating the rules", "job chart", "the compliment box", among others.