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Series Foreword | |
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Preface: Why This Book? | |
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Who Are These Children, Their Families, and Communities? | |
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U.S. Language Diversity | |
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Immigrant Students-U.S. Schools | |
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English Acquisition and Bilingualism in the U.S. Context | |
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Conclusion | |
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Bilingualism Is Not the Arithmetic Sum of Two Languages | |
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Bilingual Development | |
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Linguistic Development | |
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Language Choice and Code-Switching | |
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Cognition, Language, and Culture | |
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Social/Communicative Aspects | |
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Language Development Considers Ways to Use It | |
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Conclusion | |
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Education Comes in Diverse Shapes and Forms for U.S. Bilinguals | |
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Schooling Practices: The Debate | |
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What Works: Optimal Instruction and Learning Features | |
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Dual-Language Programs | |
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Beyond Language | |
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English-Language Development in a Bilingual Program | |
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Developing "Academic" English in U.S. Bilinguals | |
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Specially Designed Academic Instruction | |
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Conclusion | |
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Bilinguals in the United States Speak More Than a Foreign Language | |
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Dialects and Bilingualism | |
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U.S. Indigenous Bilingual Students | |
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Bilingual/Bicultural U.S. Deaf Students | |
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Conclusion | |
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The Policy Debate and Related Policies Regarding U.S. Bilinguals | |
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The Federal Courts | |
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Rights of Language-Minority Students | |
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State and Local Policies | |
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English-Only State Policies | |
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Convergence of Other State and Local Policies | |
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Federal Policy | |
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Conclusion | |
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Educational Reform and Schooling U.S. Bilinguals | |
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An Integrated Conceptual Framework for the Instruction of U.S. Bilinguals | |
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Responsive Learning Communities | |
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The Design Study-A Responsive Bilingual Learning Community: Sites, Teachers, and Intervention | |
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Analysis of Writing, Creating, and Revising Writing Rubrics | |
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Conclusion | |
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Bilingual Student Achievement in a Reform Context | |
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Sierra Madre Findings | |
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Chang Ching Findings | |
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Standardized Test Achievement Measures | |
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Teachers' Perceptions of Their Work, ALAS, and Instruction | |
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Conclusion | |
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Additional Data for Chang Ching and Sierra Madre | |
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Final Thoughts Regarding Theory, Practice, and Policy Relevant to U.S. Bilingual Students | |
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Language as a Cultural System | |
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Culture, Language, and Schooling | |
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Policy Considerations | |
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Educational Practice Implications | |
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From the General to the Specific | |
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Conclusion | |
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References | |
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Index | |
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About the Author | |