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The foundations of dual language instruction

Author: Judith Lessow-Hurley
Publisher: Boston, Mass. : Pearson/Allyn and Bacon, 2009.
Edition/Format:   Print book : English : 5th edView all editions and formats
Summary:

This practical text examines the basic social, political, historical and educational foundations of teaching second language learners. The author takes an objective look at dual language instruction  Read more...

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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Judith Lessow-Hurley
ISBN: 9780205593279 0205593275
OCLC Number: 190597028
Description: xix, 204 pages : illustrations ; 24 cm
Contents: 1. Historical and international perspectives --
Societal bilingualism --
The ancient world --
The modern world --
Multilingualism in the United States --
Education in more than one language : an international perspective --
China --
Canada --
Sweden --
The history of dual language instruction in the United States --
The nineteenth century --
The twentieth century --
The twenty-first century --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
2. Dual language program models --
What is a program model? --
Transitional bilingual programs --
Which students do transitional programs serve? --
What is the goal of a transitional program? --
Transitional programs: a lot better than nothing --
Language maintenance programs --
Enrichment programs --
Immersion programs --
The results of immersion: the Canadian experience --
Immersion programs in the United States --
English immersion --
Models and realities: what does bilingual education look like in practice? --
Dual language instruction in private schools --
Bilingual teachers --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading. 3. Aspects of language --
The study of language --
What is language? --
Subsystems of language --
The phonological system --
The morphological system --
Syntax --
Semantics --
Pragmatics --
Implications for teachers --
Other aspects of communication --
Language attitudes --
Are some languages better than others? --
Are some languages more expressive than others? --
Language varieties --
Standard --
Dialect --
Pidgins and Creoles --
Register --
But is it slang? --
More than one language --
What is bilingualism? --
Code-switching --
Bilingualism: a handicap or a talent? --
The Ebonics debate --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
4. Language development --
First Language development: memorizing or hypothesizing? --
Rule finding --
First language development and comprehensible input --
Child-directed speech --
The social and cultural contexts of language acquisition --
Input modification --
Stages of first language development --
Order of acquisition --
Children as sociolinguists --
Second language acquisition --
The effect of age --
The effect of personality --
The social factors --
Integrative models of second language acquisition --
The acquisition-learning distinction --
Language learners and language speakers interact --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading. 5. Student assessment --
Testing second language learners: general issues --
Reliability --
Validity --
Content bias --
Can you eliminate content bias with translation? --
Construct bias --
Procedure --
Norming --
Language proficiency --
What is language proficiency? --
Models of language proficiency --
Academic language proficiency --
How is language proficiency assessed? --
Standardized achievement testing --
Diagnostic testing for placement in special programs --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
6. Primary language instruction for limited English proficient students --
A rationale for primary language instruction --
Transfer of concepts and skills --
Primary language development and second language acquisition --
Students need to develop CALP --
Effects of bilingualism on achievement --
Primary language instruction and self-concept --
Overall, what does the research indicate? --
If primary language instruction, then how? --
Separation of languages --
Concurrent translation --
Preview-review --
Cooperative learning --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading. 7. Second language instruction --
A note about terminology --
Early viewpoints on second language instruction --
Grammar-translation --
The search for alternative approaches --
Modern approaches to second language instruction --
The audiolingual approach --
Other recent approaches --
Integrating language and content: specially designed academic instruction in English --
Planning --
Classroom management --
Lesson delivery --
Assessment --
Literacy and biliteracy --
What is literacy? --
Biliteracy --
How can teachers support biliteracy? --
Literacy and the second language learner --
How can schools promote biliteracy? --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
8. Aspects of culture --
Culture and population --
The impact of immigration --
Other demographic factors --
What is culture? --
Culture is dynamic --
Culture is creative --
Culture is continuous --
Culture is learned --
Culture is shared --
Culture is a struggle for survival --
Culture and language --
How is culture manifested? --
Clothing and decoration --
Housing --
Time orientation --
Spatial orientation --
Values --
Bilingual education and multicultural education --
What is multicultural education? --
What is the connection between bilingual education and multicultural education? --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading. 9. Culture and schooling --
Culture and academic success --
Genetic inferiority --
Cultural deficit --
Cultural mismatch --
Contextual interaction --
John Ogbu's typology --
Status, power, and school success --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
10. Legal foundations of dual language instruction --
The historical context for dual language instruction: World War II and beyond --
World War II and foreign language instruction --
World War II and civil rights --
Brown v. the Board of Education (1954) --
The civil rights movement and dual language instruction --
Who governs education? --
Federal involvement in education --
The Bilingual Education Act (Title VII) --
Discretionary funding --
Title VII and policy --
Lau v. Nichols (1974) --
Interpretation of Lau --
Effects of Lau --
Equal Educational Opportunities Act of 1974 --
No Child Left Behind --
NCLB funding --
NCLB pros and cons --
State laws regarding bilingual education --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading. 11. Language policy and planning --
Language support --
Language suppression --
Language suppression and the media --
Endangered languages --
Does language loss matter? --
Language policy and schooling --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
12. National unity and diversity: the United States in the twenty-first century --
Immigration --
A historical perspective --
Assimilation versus pluralism --
Unity, diversity, and language --
Language parochialism --
Language elitism --
Language restrictionism --
Implications for schooling --
Summary --
Questions to think about and discuss --
Activities --
Suggestions for further reading --
Appendix. Online resources.
Responsibility: Judith Lessow-Hurley.
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