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Bilingual education in the 21st century : a global perspective

Author: Ofelia García; Hugo Baetens Beardsmore
Publisher: Malden, MA ; Oxford : Wiley-Blackwell Pub., 2009.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
"Bilingual education has long been a controversial topic for communities, policy-makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies, not always with a coherent vision for their students. In this wide-ranging and provocative book, Garcia examines the history and current state of bilingual education  Read more...
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Additional Physical Format: Online version:
García, Ofelia.
Bilingual education in the 21st century.
Malden, MA ; Oxford : Wiley-Blackwell Pub., 2009
(OCoLC)622690085
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Ofelia García; Hugo Baetens Beardsmore
ISBN: 9781405119931 1405119934 9781405119948 1405119942
OCLC Number: 225852417
Description: xiv, 481 p. : ill. ; 26 cm.
Contents: Part I Bilingual Education for All --
Introducing bilingual education --
Scenarios --
Introduction --
What is bilingual education? --
Beneficiaries and reasons --
Geopolitics and language orientations --
Summary --
Conclusion --
Part II Bilingualism and Education --
Languaging and education --
Introduction --
Language constructions --
Languaging --
Conclusion --
Bilingualism and translanguaging --
Introduction --
Bilingualism and translanguaging --
Models of bilingualism --
Questioning assumptions --
Bilingual abilities --
Bilingual development --
Neurolinguistic and psycholinguistic considerations --
Conclusion --
The sociopolitics of bilingualism --
Introduction --
Transglossia --
Language maintenance, shift, and revitalization --
Language ideologies --
Language policy as right and resource --
Conclusion --
Benefits of bilingualism --
Introduction --
Cognitive advantages --
Social advantages --
Intervening factors --
Conclusion --
Part III Bilingual Education Policy --
Bilingual education: frameworks and types --
Introduction: the social context --
Bilingual education models? --
Bilingual education theoretical frameworks --
Bilingual education types --
Conclusion --
Bilingual education: factors and variables / Hugo Baetens Beardsmore --
Introduction --
Situational factor --
Operational factor --
Outcome factor --
Integrating situational, operational, and outcome factors --
Conclusion --
U.S. language policy in education --
Introduction --
The past --
The present --
Conclusion --
Language promotion by European supra-national institutions / Hugo Baetens Beardsmore --
Introduction --
The council of Europe --
The European commission --
Bilingual education: CLIL/EMILE --
Conclusion --
Monoglossic bilingual education policy --
Introduction --
Policies for transition: transitional bilingual education --
Policies for maintenance and enrichment: maintenance bilingual education --
Policies for enrichment of social elite: prestigious bilingual education --
Policy for enrichment of language majorities: immersion bilingual education --
Conclusion --
Heteroglossic bilingual education policy / Ofelia Garcia and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena Zakharia --
Introduction --
Policies for language revitalization: immersion revitalization bilingual education --
Policies for development of minority languages: developmental bilingual education --
Policy for plurilingualism across groups: poly-directional or two-way bilingual education (dual language) --
Policies for plurilingualism within groups: CLIL and CLIL-type bilingual education --
Policies for multiple languages: multiple multilingual education --
Conclusion. Part IV Bilingual Education Practices --
Bilingualism in the curriculum --
Introduction --
Bilingual allocation --
Bilingual arrangements --
Bilingual practices: translanguaging --
Models of bilingual teaching --
Conclusion --
Bilingual education pedagogy and practices --
Introduction --
Bilingual education approaches and methods --
Principles and practices of bilingual education pedagogy --
Strategies: scaffolding --
Conclusion --
Biliteracy practices and pedagogy --
Introduction --
A sociocultural approach --
The continua of biliteracy --
Models of biliteracy use --
Biliteracy sequencing --
Written language and texts --
Instructional approaches --
The biliteracy workshop --
Conclusion --
Assessment of bilinguals / Ofelia Garcia and Hugo Baetens Beardsmore --
Introduction --
The power of assessment --
Assessing bilinguals --
Democratic assessment for bilinguals --
Conclusion --
Part V Bilingual Education for the Twenty-first Century --
Conclusion --
Appendix: myths and realities / Cristina Muir, Yesenia Morales, Lori Falchi, and Ofelia Garcia.
Other Titles: Bilingual education in the twenty-first century
Responsibility: Ofelia García ; with contributions by Hugo Baetens Beardsmore.
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Abstract:

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and  Read more...

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"Aside from the conceptual issues highlighted above, the detailed discussions of multilingual education policy alone make the book worth buying for scholars of language in education issues." ( Read more...

 
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schema:description"Part IV Bilingual Education Practices -- Bilingualism in the curriculum -- Introduction -- Bilingual allocation -- Bilingual arrangements -- Bilingual practices: translanguaging -- Models of bilingual teaching -- Conclusion -- Bilingual education pedagogy and practices -- Introduction -- Bilingual education approaches and methods -- Principles and practices of bilingual education pedagogy -- Strategies: scaffolding -- Conclusion -- Biliteracy practices and pedagogy -- Introduction -- A sociocultural approach -- The continua of biliteracy -- Models of biliteracy use -- Biliteracy sequencing -- Written language and texts -- Instructional approaches -- The biliteracy workshop -- Conclusion -- Assessment of bilinguals / Ofelia Garcia and Hugo Baetens Beardsmore -- Introduction -- The power of assessment -- Assessing bilinguals -- Democratic assessment for bilinguals -- Conclusion -- Part V Bilingual Education for the Twenty-first Century -- Conclusion -- Appendix: myths and realities / Cristina Muir, Yesenia Morales, Lori Falchi, and Ofelia Garcia."@en
schema:description"Part I Bilingual Education for All -- Introducing bilingual education -- Scenarios -- Introduction -- What is bilingual education? -- Beneficiaries and reasons -- Geopolitics and language orientations -- Summary -- Conclusion -- Part II Bilingualism and Education -- Languaging and education -- Introduction -- Language constructions -- Languaging -- Conclusion -- Bilingualism and translanguaging -- Introduction -- Bilingualism and translanguaging -- Models of bilingualism -- Questioning assumptions -- Bilingual abilities -- Bilingual development -- Neurolinguistic and psycholinguistic considerations -- Conclusion -- The sociopolitics of bilingualism -- Introduction -- Transglossia -- Language maintenance, shift, and revitalization -- Language ideologies -- Language policy as right and resource -- Conclusion -- Benefits of bilingualism -- Introduction -- Cognitive advantages -- Social advantages -- Intervening factors -- Conclusion -- Part III Bilingual Education Policy -- Bilingual education: frameworks and types -- Introduction: the social context -- Bilingual education models? -- Bilingual education theoretical frameworks -- Bilingual education types -- Conclusion -- Bilingual education: factors and variables / Hugo Baetens Beardsmore -- Introduction -- Situational factor -- Operational factor -- Outcome factor -- Integrating situational, operational, and outcome factors -- Conclusion -- U.S. language policy in education -- Introduction -- The past -- The present -- Conclusion -- Language promotion by European supra-national institutions / Hugo Baetens Beardsmore -- Introduction -- The council of Europe -- The European commission -- Bilingual education: CLIL/EMILE -- Conclusion -- Monoglossic bilingual education policy -- Introduction -- Policies for transition: transitional bilingual education -- Policies for maintenance and enrichment: maintenance bilingual education -- Policies for enrichment of social elite: prestigious bilingual education -- Policy for enrichment of language majorities: immersion bilingual education -- Conclusion -- Heteroglossic bilingual education policy / Ofelia Garcia and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena Zakharia -- Introduction -- Policies for language revitalization: immersion revitalization bilingual education -- Policies for development of minority languages: developmental bilingual education -- Policy for plurilingualism across groups: poly-directional or two-way bilingual education (dual language) -- Policies for plurilingualism within groups: CLIL and CLIL-type bilingual education -- Policies for multiple languages: multiple multilingual education -- Conclusion."@en
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schema:reviewBody""Bilingual education has long been a controversial topic for communities, policy-makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies, not always with a coherent vision for their students. In this wide-ranging and provocative book, Garcia examines the history and current state of bilingual education programs throughout the world, offers a critical reading of the current conversations around them, and invites readers to imagine a new paradigm for the twenty-first century; one based on the idea of multilingual fluidity as a social and cultural imperative in a globalized world." "Garcia examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Questioning assumptions regarding language, bilingualism, and bilingual education, this book proposes a now theoretical framework and alternative view of teaching and assessment practices."--Jacket."
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