| |
| |
| List of Figures | |
| |
| |
| List of Tables | |
| |
| |
| Preface and Acknowledgments (and a Caveat) | |
| |
| |
| |
| Bilingual Education for All | |
| |
| |
| |
| Introducing Bilingual Education | |
| |
| |
| Scenarios | |
| |
| |
| Introduction | |
| |
| |
| What Is Bilingual Education? | |
| |
| |
| Beneficiaries and Reasons | |
| |
| |
| Geopolitics and Language Orientations | |
| |
| |
| Summary | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingualism and Education | |
| |
| |
| |
| Languaging and Education | |
| |
| |
| Introduction | |
| |
| |
| Language Constructions | |
| |
| |
| Languaging | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingualism and Translanguaging | |
| |
| |
| Introduction | |
| |
| |
| Bilingualism and Translanguaging | |
| |
| |
| Models of Bilingualism | |
| |
| |
| Questioning Assumptions | |
| |
| |
| Bilingual Abilities | |
| |
| |
| Bilingual Development | |
| |
| |
| Neurolinguistic and Psycholinguistic Considerations | |
| |
| |
| Conclusion | |
| |
| |
| |
| The Sociopolitics of Bilingualism | |
| |
| |
| Introduction | |
| |
| |
| Transglossia | |
| |
| |
| Language Maintenance, Shift, and Revitalization | |
| |
| |
| Language Ideologies | |
| |
| |
| Language Policy as Right and Resource | |
| |
| |
| Conclusion | |
| |
| |
| |
| Benefits of Bilingualism | |
| |
| |
| Introduction | |
| |
| |
| Cognitive Advantages | |
| |
| |
| Social Advantages | |
| |
| |
| Intervening Factors | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingual Education Policy | |
| |
| |
| |
| Bilingual Education: Frameworks and Types | |
| |
| |
| Introduction: The Social Context | |
| |
| |
| Bilingual Education Models? | |
| |
| |
| Bilingual Education Theoretical Frameworks | |
| |
| |
| Bilingual Education Types | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingual Education: Factors and Variables | |
| |
| |
| |
| Introduction | |
| |
| |
| Situational Factor | |
| |
| |
| Operational Factor | |
| |
| |
| Outcome Factor | |
| |
| |
| Integrating Situational, Operational, and Outcome Factors | |
| |
| |
| Conclusion | |
| |
| |
| |
| U.S. Language Policy in Education | |
| |
| |
| Introduction | |
| |
| |
| The Past | |
| |
| |
| The Present | |
| |
| |
| Conclusion | |
| |
| |
| |
| Language Promotion by European Supra-national Institutions | |
| |
| |
| |
| Introduction | |
| |
| |
| The Council of Europe | |
| |
| |
| The European Commission | |
| |
| |
| Bilingual Education: CLIL/EMILE | |
| |
| |
| Conclusion | |
| |
| |
| |
| Monoglossic Bilingual Education Policy | |
| |
| |
| Introduction | |
| |
| |
| Policies for Transition: Transitional Bilingual Education | |
| |
| |
| Policies for Maintenance and Enrichment: Maintenance Bilingual Education | |
| |
| |
| Policies for Enrichment of Social Elite: Prestigious Bilingual Education | |
| |
| |
| Policy for Enrichment of Language Majorities: Immersion Bilingual Education | |
| |
| |
| Conclusion | |
| |
| |
| |
| Heteroglossic Bilingual Education Policy | |
| |
| |
| |
| Introduction | |
| |
| |
| Policies for Language Revitalization: Immersion Revitalization Bilingual Education | |
| |
| |
| Policies for Development of Minority Languages: Developmental Bilingual Education | |
| |
| |
| Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language) | |
| |
| |
| Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Education | |
| |
| |
| Policies for Multiple Languages: Multiple Multilingual Education | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingual Education Practices | |
| |
| |
| |
| Bilingualism in the Curriculum | |
| |
| |
| Introduction | |
| |
| |
| Bilingual Allocation | |
| |
| |
| Bilingual Arrangements | |
| |
| |
| Bilingual Practices: Translanguaging | |
| |
| |
| Models of Bilingual Teaching | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingual Education Pedagogy and Practices | |
| |
| |
| Introduction | |
| |
| |
| Bilingual Education Approaches and Methods | |
| |
| |
| Principles and Practices of Bilingual Education Pedagogy | |
| |
| |
| Strategies: Scaffolding | |
| |
| |
| Conclusion | |
| |
| |
| |
| Biliteracy Practices and Pedagogy | |
| |
| |
| Introduction | |
| |
| |
| A Sociocultural Approach | |
| |
| |
| The Continua of Biliteracy | |
| |
| |
| Models of Biliteracy Use | |
| |
| |
| Biliteracy Sequencing | |
| |
| |
| Written Language and Texts | |
| |
| |
| Instructional Approaches | |
| |
| |
| The Biliteracy Workshop | |
| |
| |
| Conclusion | |
| |
| |
| |
| Assessment of Bilinguals | |
| |
| |
| |
| Introduction | |
| |
| |
| The Power of Assessment | |
| |
| |
| Assessing Bilinguals | |
| |
| |
| Democratic Assessment for Bilinguals | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bilingual Education for the Twenty-first Century | |
| |
| |
| Conclusion | |
| |
| |
| |
| Myths and Realities | |
| |
| |
| |
| Notes | |
| |
| |
| Bibliography | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |