| |
| |
| Acknowledgements | |
| |
| |
| |
| 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? | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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? | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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? | |
| |
| |
| Conclusion | |
| |
| |
| |
| A Focus on Inclusion | |
| |
| |
| What is the Curriculum Content? | |
| |
| |
| What are the Norms of Interaction? | |
| |
| |
| Students | |
| |
| |
| Examples of activities | |
| |
| |
| Discrepancies Between Ideal Plan and Actual Implementation/Outcomes: A Sociopolitical Explanation | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| Conclusion | |
| |
| |
| |
| Gaining the Right to Participate: A Classroom Analysis | |
| |
| |
| Quien Soy Yo: A Micro-Level Analysis | |
| |
| |
| Refusing the Discourse | |
| |
| |
| Constructing an Alternative Discourse | |
| |
| |
| Conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Index | |