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Teaching and learning in two languages : bilingualism & schooling in the United States / Eugene E. Garcia.
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Available copies
- 1 copy at The Center Library.
Current holds
0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 370.117 Gar 2005 | 142210 | Stacks | Available | - |
Record details
- ISBN: 0807745375 (cloth : alk. paper)
- ISBN: 9780807745373 (cloth : alk. paper)
- ISBN: 0807745367 (pbk. : alk. paper)
- ISBN: 9780807745366 (pbk. : alk. paper)
- Physical Description: xv, 199 p. : ill. ; 23 cm.
- Publisher: New York : Teachers College Press, c2005.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 171-186) and index. |
| Formatted Contents Note: | 1. Who are these children, their families, and communities? -- U.S. language diversity -- Immigrant students--U.S. schools -- English acquisition and bilingualism in the U.S. context -- 2. Bilingualism is not the arithmetic sum of two languages -- Bilingual development -- Linguistic development -- Language choice and code-switching -- Cognition, language, and culture -- Social/communicative aspects -- Language development considers ways to use it -- 3. Education comes in diverse shapes and forms for U.S. bilinguals -- Schools practices: the debate -- What works: optimal instruction and learning features -- Dual-language programs -- Beyond language -- English-language development in a bilingual program -- Developing "academic" English in U.S. bilinguals -- Specially designed academic instruction -- 4. Bilinguals in the United States speak more than a foreign language -- Dialects and bilingualism -- U.S. indigenous bilingual students -- Bilingual/bicultural U.S. deaf students -- 5. The policy debate and related policies regarding U.S. bilinguals -- The Federal courts -- Rights and language-minority students -- State and local policies -- English-only state policies -- Convergence of other state and local policies -- Federal policy -- 6. Educational reform and schooling U.S. bilinguals -- An integrated conceptual framework for the instructions of U.S. bilinguals -- Responsive learning communities -- The design study--a responsive bilingual learning community: sites, teachers, and intervention -- Analysis of writing, creating, and revising writing rubrics -- 7. Bilingual student achievement in a reform context -- Sierra Madre findings -- Chang Ching findings -- Standardized test achievement measures -- Teachers' perceptions of their work, ALAS, and instruction -- Additional data for Chang Ching and Sierra Madre -- 8. Final thoughts regarding theory, practice, and policy relevant to U.S. bilingual students -- Language as a cultural system -- Culture, language, and schooling -- Policy considerations -- Educational practice implications -- From the general to the specific. |
Search for related items by subject
| Subject: |
Education, Bilingual >
United States. English language > Study and teaching > United States > Foreign speakers. Limited English proficient students > United States. |
Search for related items by series
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| 100 | 1 | . | ‡aGarcía, Eugene E., ‡d1946- |
| 245 | 1 | 0. | ‡aTeaching and learning in two languages : ‡bbilingualism & schooling in the United States / ‡cEugene E. Garcia. |
| 260 | . | ‡aNew York : ‡bTeachers College Press, ‡cc2005. | |
| 300 | . | ‡axv, 199 p. : ‡bill. ; ‡c23 cm. | |
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| 504 | . | ‡aIncludes bibliographical references (p. 171-186) and index. | |
| 505 | 0 | . | ‡a1. Who are these children, their families, and communities? -- U.S. language diversity -- Immigrant students--U.S. schools -- English acquisition and bilingualism in the U.S. context -- 2. Bilingualism is not the arithmetic sum of two languages -- Bilingual development -- Linguistic development -- Language choice and code-switching -- Cognition, language, and culture -- Social/communicative aspects -- Language development considers ways to use it -- 3. Education comes in diverse shapes and forms for U.S. bilinguals -- Schools practices: the debate -- What works: optimal instruction and learning features -- Dual-language programs -- Beyond language -- English-language development in a bilingual program -- Developing "academic" English in U.S. bilinguals -- Specially designed academic instruction -- 4. Bilinguals in the United States speak more than a foreign language -- Dialects and bilingualism -- U.S. indigenous bilingual students -- Bilingual/bicultural U.S. deaf students -- 5. The policy debate and related policies regarding U.S. bilinguals -- The Federal courts -- Rights and language-minority students -- State and local policies -- English-only state policies -- Convergence of other state and local policies -- Federal policy -- 6. Educational reform and schooling U.S. bilinguals -- An integrated conceptual framework for the instructions of U.S. bilinguals -- Responsive learning communities -- The design study--a responsive bilingual learning community: sites, teachers, and intervention -- Analysis of writing, creating, and revising writing rubrics -- 7. Bilingual student achievement in a reform context -- Sierra Madre findings -- Chang Ching findings -- Standardized test achievement measures -- Teachers' perceptions of their work, ALAS, and instruction -- Additional data for Chang Ching and Sierra Madre -- 8. Final thoughts regarding theory, practice, and policy relevant to U.S. bilingual students -- Language as a cultural system -- Culture, language, and schooling -- Policy considerations -- Educational practice implications -- From the general to the specific. |
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| 650 | 0. | ‡aLimited English proficient students ‡zUnited States. | |
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Showing Item 9 of 22
