Teaching and Learning in Two Languages Bilingualism and Schooling in the United States

ISBN-10: 0807745367

ISBN-13: 9780807745366

Edition: 2004

Authors: Eugene E. Garc�a, Gregory Michie

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Book details

List price: $33.95
Copyright year: 2004
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 11/2/2004
Binding: Paperback
Pages: 216
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 0.880
Language: English

Suzanne Zelazo is a postdoctoral fellow at the Modern Literature and Culture Research Centre.

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