Teaching And Learning in Two Languages,9780807745366

Teaching And Learning in Two Languages

by
ISBN13: 9780807745366
ISBN10: 0807745367
Format: Paperback
Pub. Date: 2005-03-23
Publisher(s): Teachers College Pr
List Price: $36.70

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Summary

This is the most comprehensive, up-to-date volume on the state of bilingual education in the United States and, in particular, on effective curriculum and instructional approaches. Eugene Garc#xED;a, renowned authority, depicts the vast scope and complexity of the problem of educating English language learners. He sets forth a conceptual framework to guide educational policy and practice that reflects democratic ideals and values. This authoritative reference: provides a comprehensive review of theory, research, practice, and policy that accurately characterizes the education of bilingual students in U.S. schools; presents an analysis of teachers, classrooms, schools, and communities that have successfully educated bilingual children by employing diverse instructional strategies; addresses language, social, and cognitive issues as they intersect with various instructional practices; and identifies the characteristics of effective bilingual education programs, presenting examples of school programs that exemplify these characteristics.

Author Biography

Eugene E. Garcia is Professor of Education and Dean of the College of Education and Vice-President for University-School Partnerships at Arizona State University

Table of Contents

Series Foreword vii
James A. Banks
Preface Why This Book? xiii
Who Are These Children, Their Families, and Communities?
1(22)
U.S. Language Diversity
4(12)
Immigrant Students---U.S. Schools
16(4)
English Acquisition and Bilingualism in the U.S. Context
20(1)
Conclusion
21(2)
Bilingualism Is Not the Arithmetic Sum of Two Languages
23(16)
Bilingual Development
23(1)
Linguistic Development
24(3)
Language Choice and Code-Switching
27(2)
Cognition, Language, and Culture
29(5)
Social/Communicative Aspects
34(1)
Language Development Considers Ways to Use It
35(3)
Conclusion
38(1)
Education Comes in Diverse Shapes and Forms for U.S. Bilinguals
39(25)
Schooling Practices: The Debate
40(4)
What Works: Optimal Instruction and Learning Features
44(3)
Dual-Language Programs
47(3)
Beyond Language
50(1)
English-Language Development in a Bilingual Program
51(2)
Developing ``Academic'' English in U.S. Bilinguals
53(8)
Specially Designed Academic Instruction
61(1)
Conclusion
62(2)
Bilinguals in the United States Speak More Than a Foreign Language
64(13)
Dialects and Bilingualism
64(5)
U.S. Indigenous Bilingual Students
69(2)
Bilingual/Bicultural U.S. Deaf Students
71(4)
Conclusion
75(2)
The Policy Debate and Related Policies Regarding U.S. Bilinguals
77(23)
The Federal Courts
77(4)
Rights of Language-Minority Students
81(4)
State and Local Policies
85(1)
English-Only State Policies
86(2)
Convergence of Other State and Local Policies
88(4)
Federal Policy
92(7)
Conclusion
99(1)
Educational Reform and Schooling U.S. Bilinguals
100(23)
An Integrated Conceptual Framework for the Instruction of U.S. Bilinguals
100(3)
Responsive Learning Communities
103(3)
The Design Study---A Responsive Bilingual Learning Community: Sites, Teachers, and Intervention
106(8)
Analysis of Writing, Creating, and Revising Writing Rubrics
114(8)
Conclusion
122(1)
Bilingual Student Achievement in a Reform Context
123(34)
Sierra Madre Findings
124(3)
Chang Ching Findings
127(9)
Standardized Test Achievement Measures
136(3)
Teachers' Perceptions of Their Work, ALAS, and Instruction
139(4)
Conclusion
143(3)
Appendix: Additional Data for Chang Ching and Sierra Madre
146(11)
Final Thoughts Regarding Theory, Practice, and Policy Relevant to U.S. Bilingual Students
157(14)
Language as a Cultural System
158(1)
Culture, Language, and Schooling
159(1)
Policy Considerations
160(2)
Educational Practice Implications
162(6)
From the General to the Specific
168(1)
Conclusion
169(2)
References 171(16)
Index 187(12)
About the Author 199

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