Bilingual Education

An Introductory Reader
Erscheinungsjahr 2022
ISBN: 978-1-85359-907-1
Verlag: Multilingual Matters

Buch, Englisch, 301 Seiten, Format (B × H): 178 mm x 246 mm, Gewicht: 572 g

The book is designed as a comprehensive introduction to bilingual education for instructors, researchers and students and a companion to "Foundations of Bilingual Educationa nd Bilingualism". It will fulfil the needs of teacher education and the preparation and professional development of bilingual teachers. Bilingual education at classroom, school and community levels are explored from a contemporary and international perspective.

The readings are divided into four sections:

Section 1: Varieties of Bilingual Education

Section 2: History, Policy and Politics of Bilingual Education

Section 3: Languages and Literacies in Bilingual Education

Section 4: Issues in Teaching, Learning and Assessment in Bilingual Education

Following each of the nineteen readings, there are questions and activities to create an interactive text for instructors and students. Such questions and activities will engage the reader in reflection, deepening understandings and critical appreciation of bilingual education policies, politics and practices.

Autoren/Hrsg.

García, Ofelia

Baker, Colin

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen

Inhaltsverzeichnis

Introduction

SECTION ONE: Varieties of Bilingual Education

1. Reviewing the Research on Language Education Programs by Rebecca Freeman from ‘Building on Community Bilingualism’ pp 40-54 (2004). Philadelphia: Caslon.

2. Characteristics of Immersion Programmes by R. Johnstone from Immersion in a Second or Additional Language at School: A Review of the International Research. Chapter 2 (2002), Stirling (Scotland): Scottish Centre for Information on Language Teaching.

3. Revitalising Indigenous Languages in Homogenising Times by Teresa L.McCarty, from Comparative Education, 39, 147-163 (2003). London: Taylor and Francis.

4. Dual Language Programs: Key Features and Results by M. E. Torres-Guzmán,. (. Directions in Language and Education,14,1-16 (2002). Washington: National Clearing House for Bilingual Education.

5. Rethinking the Education of English Language Learners: Transitional Bilingual Education Programs by Abelardo Villarreal, Bilingual Research Journal, 1999, vol. 23, no. 1, 11-45

SECTION TWO: History, Policy and Politics of Bilingual Education

6. Accessing Language Rights in Education: A Brief History of the U.S. Context by T. G. Wiley, In J. Tollefson (Ed.), Language Policies in Education: Critical Readings (pp. 39-64. (2002).). Mahwah, PA: Lawrence Erlbaum.

7. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power by Jim Cummins Chapter 2 and pages 66 to 76 of chapter 3. (2000) In his book Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.

8. Linguistic Human Rights in Education? By Tove Skutnabb-Kangas, pages 569 to 578 (2002) from her book Linguistic Genocide in Education – or Worldwide Diversity and Human Rights. Mahwah: Lawrence Erlbaum.

9. Hard Sell: Why is Bilingual Education so Unpopular with the American Public? by James Crawford. At Language Policy Research Unit website of Arizona State University (2003) Copyright with James Crawford.

SECTION THREE: Languages and Literacies in Bilingual Education

10. Immersion in a Second or Additional Language at School: A Review of the International Research by R. Johnstone, Chapter 5 (2002). Stirling (Scotland): Scottish Centre for Information on Language Teaching.

11. Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach by N. H. Hornberger, Language Policy, 1, 27-51 (2002) Amsterdam: Kluwer.

12. Scaffolding Language, Scaffolding Learning by Pauline Gibbons from her book Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, pages 60-67 (2002).Portsmouth: Heinemann.

13. Conceptual Framework on Scaffolding Instruction for English Learners by A. Walqui, in International Journal of Bilingual Education and Bilingualism Vol.9:2, 2006. Clevedon: Multilingual Matters

14. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities by C. Kelly, E. Gregory and A. Williams, in Language, Culture and Curriculum, Vol. 14 No.1,2001, Clevedon: Multilingual Matters.

SECTION FOUR: Issues in Teaching, Learning and Assessment in Bilingual Education

15. The Pedagogy of Peach by Grace Feuerverger, from her book Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel, pages 51 to 78 (2001). New York: Routledge

16. Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students by Yu Ren Dong, International Journal of Bilingual Education and Bilingualism, 5,1: 40-57 (2002). Clevedon: Multilingual Matters

17. Bilingual Classroom Studies and Community Analysis by L. C. Moll, from Educational Researcher, 21,2,20-24 (1992). Washington: American Educational Research Association.

18. English Language Learners with Special Needs: Effective Instructional Strategies by A. Ortiz, ERIC Digest December 2001 (EDO-FL-01-08). ERIC Clearinghouse on Languages and Linguistics: Washington, DC.

19. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues by Jamal Abedi. Educational Researcher, Vol. 33, No. 1 (January-February) 2004.

Über Autor(innen)

García, Ofelia
Ofelia García is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center, City University of New York.  She has published widely in the areas of multilingualism and translanguaging, the education of bilingual students, sociolinguistics, and language education policy and practice. García has received Distinguished Scholar Lifetime Awards from the American Education Research Association (AERA) (Social Contexts in Education, 2019, and Bilingual Education, 2017); from the Modern Language Association (MLA), 2022; and from The Literacy Research Association (LRA), 2024. In 2023 she was elected into The Academy of Arts and Sciences (2023) and in 2018 into the National Academy of Education (2018). Her website: www.ofeliagarcia.org.

Baker, Colin
Colin Baker is Emeritus Professor at Bangor University, UK. He is the author of over 140 research publications, a bestselling book for parents of bilingual children and an encyclopedia, all on the subject of bilingualism, as well as the seven previous editions of this textbook. He is the former co-editor of the Bilingual Education and Bilingualism book series for Multilingual Matters and was editor of the International Journal of Bilingualism and Bilingual Education for 15 years.

Dr Ofelia García is professor at Teachers College, Columbia University where she is presently coordinator of the Bilingual/Bicultural Education Program in the Department of International and Transcultural Studies and co-director of the Center for Multiple Languages and Literacies. Her publications, in the areas of bilingual education and sociology of language, include Policy and Practice in Bilingual Education. Extending the Foundations, co-edited with Colin Baker.

Dr Colin Baker is Professor of Education at the University of Wales, Bangor. He is the author of 12 books and over 50 articles on bilingualism and bilingual education including ‘Foundations of Bilingual Education and Bilingualism (Multilingual Matters, 4th edition, 2006). He is Editor of the International Journal of Bilingualism and Bilingual Education.