Becoming Biliterate A Study of Two-Way Bilingual Immersion Education

ISBN-10: 0805846786

ISBN-13: 9780805846782

Edition: 2003

Authors: Bertha Perez

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Description:

This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution ofBecoming Biliterate: A Study of Two-Way Bilingual Immersion Educationis to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
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Book details

List price: $130.00
Copyright year: 2003
Publisher: Lawrence Erlbaum Associates, Incorporated
Publication date: 9/1/2003
Binding: Hardcover
Pages: 260
Size: 6.25" wide x 9.00" long x 0.75" tall
Weight: 1.144
Language: English

Foreword
Preface
Acknowledgments
Introduction
Language and Literacy Education of Mexican-Origin and Mexican American Children
Schooling of Latino Spanish-Speaking Children
Two-Way Bilingual Immersion Education
Bilingual and Two-Way Bilingual Immersion Research
This Study
The Community, School Context, and Students
The San Antonio Context
Restructuring Bilingual Programs
School Profiles
Student Population
Language Distribution
Conclusion
Leadership and Parents
Informing Parents and Parents' Concerns
Developing Parent and Community Leadership
The School-Based Leadership
Parents and Community Members Influencing Learning
School Board Support
Conclusion
Oral Language Practices
The Sociolinguistic Environment
Teacher-Student Communication
Instructional Language
Conclusion
Developing Literacy
Literacy Perspective
Spanish Literacy Learning
Literacy Transfer
Literacy Resources
Conclusion
Academic Biliteracy
Biliteracy Program
Guided Reading, Literature, and Spelling
Writing, Hybridization, and Bidirectional Influences
Conclusion
Testing Pressures and Student Outcomes
Early Assessment
The TAAS and Accountability
Literacy Assessment
Aprenda and ITBS Comparisons
The Tejas Lee and TPRI
Language Assessment
Special Needs Students
Testing and Middle School Planning
Conclusion
Teachers' Role and Impact
Teacher Demographics
Teacher Ownership of Program
Teachers and Language Distribution
Teacher Accountability
Professional Development
Participation and Role of Support Personnel
Teachers' Stance Toward the Study
Conclusion
Politics, Policy, and Theory
Reassessment and Recommitment
Language, Identity, and Hybridity
Biliteracy Development
Implications
Research Methodology
References
Author Index
Subject Index
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