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Bilingual Education and Social Change

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ISBN-10: 1853594180

ISBN-13: 9781853594182

Edition: 180th 1998

Authors: Rebecca Freeman

List price: $34.95
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This is a study of US bilingualism, bilingual education and minority education, and an ethnographic analytic study of how one successful dual-language programme challenged mainstream US educational progammes that discriminated against minorities.
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Book details

List price: $34.95
Edition: 180th
Copyright year: 1998
Publisher: Multilingual Matters
Publication date: 10/18/1998
Binding: Paperback
Pages: 272
Size: 6.85" wide x 9.65" long x 0.60" tall
Weight: 1.078
Language: English

Bilingual Education and Social Change: 'It's Much More Than Language'
What Is Bilingual Education?: A General Discussion
Dual-Language Programs and Practices in the United States: An Overview
A profile of dual-language programs in the United States
Challenging language prejudice through dual-language education
Developing academic competence through two languages
Understanding Oyster Bilingual School: An Ethnographic/Discourse Analytic Approach
What is an ethnographic/discourse analytic approach?
Oyster Bilingual School: An overview
'You know, it's much more than language'
Summary of Chapter 1
Overview of the Book
Societal Discourses Surrounding Bilingual Education in the United States: An Historical Perspective
Pre-World War I: From Linguistic Diversity to Monolingualism in English
Bilingualism, bilingual education, and language policy until the 1900s
Changing demographics and changing attitudes toward linguistic diversity
Bilingual Education Policy, Practice and Research since the 1960s
Dominant discourses of tolerance in the 1960s and 1970s
Increasing English-only activity in the 1980s
The 1990s: Diversity as problem or diversity as resource?
Schools as Cultural Communication Systems: The Example of Mainstream US Educational Discourse
Schools as Cultural Communication Systems
The Mainstream US Educational Discourse System
What is a student? What is a teacher?
What is teaching? What is learning?
What are the norms that structure the classroom discourse?
Implications of Mainstream US Educational Discourse for Minority Students
Programs for LEP students
Minority students in mainstream US classroom interaction
A focus on standardized curriculum and assessment
Implications of mainstream US schools for minority students: A synthesis
Co-constructing Social Identities Through Discourse
Communication as a joint construction
Language socialization
The dynamic nature of social identity construction
Recognizing and Refusing Discriminatory Discourses
The Discursive Construction of Oyster Bilingual School: A Framework for Analysis
Relating the Dual-Language Plan to its Sociopolitical Context
Gaining Access to Oyster Bilingual School
Data Collection and Analysis
Collecting and analysing interview data
Analysing classroom discourse
The Dynamic Nature of Dual-Language-planning at Oyster Bilingual School
The Need for an Alternative: The Oyster Perspective
Making Oyster's Perspective Explicit: An Intertextual Analysis
Locating the Philosophy Statement in the Larger Sociopolitical Context
Educational rights of diverse student populations
Language-as-resource orientation
'Learning and sharing together' versus segregation
Additional reasons requiring an alternative educational discourse
The Oyster challenge
The Social Identities Project at Oyster Bilingual School: An Introduction to the Ideal
Conclusion: Reconstituting Social Relations at School
'It's Like a Community That Crosses Language, Cultural, and Class Lines'
What is a Student?
What is a Teacher?
What is a School?
What is parental involvement?
Learning and Teaching at Oyster Bilingual School
What is Learning?
Gaining the ability to speak two languages
Gaining the right to participate in the educational discourse
Translating the ideal into actual classroom practice
What is Teaching?
A Focus on Inclusion
What is the Curriculum Content?
What are the Norms of Interaction?
Examples of activities
Discrepancies Between Ideal Plan and Actual Implementation/Outcomes: A Sociopolitical Explanation
Micro-level Classroom Interaction: A Reflection of the Macro-level Struggle
Equal Distribution and Evaluation of English and Spanish: Ideal and Actual
Providing Equal Opportunities to Students from Unequal Backgrounds
Gaining the Right to Participate: A Classroom Analysis
Quien Soy Yo: A Micro-Level Analysis
Refusing the Discourse
Constructing an Alternative Discourse
Beyond Oyster Bilingual School: Implications for Research and Practice
What Happens When Students Leave Oyster?
Researching Dual-Language Programs in Other Contexts: A Multilevel Analysis
Understanding relationships among multiple levels of authority in the school
Relating program goals to societal assumptions
Relating community beliefs and practices to program goals
Relating the micro-level classroom interaction to the larger levels of context