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Foundations for multilingualism in education : from principles to practice / Ester J. de Jong.
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Available copies
- 1 copy at The Center Library.
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0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.97 Dej 2011 | 146170 | Stacks | Available | - |
Record details
- ISBN: 9781934000069
- ISBN: 193400006X
- Physical Description: xiv 288 p. : ill. ; 26 cm.
- Publisher: Philadelphia : Caslon Pub., c2011.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 261-282) and index. |
| Formatted Contents Note: | Machine generated contents note: 1.Educators as Language Decision Makers and Negotiators -- Broadening Our View of Advocacy -- The Centrality of Language in Schools -- Labeling students -- Structuring classroom participation -- Linguistic Diversity Around the World -- Discourses of Multilingualism -- Pluralist discourses -- Assimilationist discourses -- A Note on Terminology -- Outline of the Book -- 2.Multilingualism as Norm and Desired Goal -- Language Contact: Origins and Outcomes -- Causes of linguistic and cultural diversity -- Linguistic contact and uneven patterns of multilingualism -- Linguistic diversity as a desired outcome -- Common Arguments for Linguistic Diversity -- Identity, culture, and language -- Educational benefits -- Cognitive and linguistic benefits -- Economic and political benefits -- Are There Advantages to Monolingualism? -- Linguistic diversity and sociopolitical factors -- Cost, efficiency, and effective communication -- Contents note continued: A Special Case: Arguments for Saving Endangered Languages -- Multilingualism for All? -- 3.Multilingualism and Multilingual Development -- Multilingual Repertoires -- Holistic view of bilingualism -- Fractional view of bilingualism -- Views of Bilingualism and Assessment Practices -- Bilingual learners as bilinguals -- Looking at vocabulary -- School practices: Identification and language dominance -- School practices: Curriculum and program outcomes -- Multilingual Acquisition -- Growing up multilingually -- Code-switching or translanguaging -- Access to the Minority Language: Maintenance, Shift, and Loss -- Additive and subtractive environments -- Contextual variables and language use -- Immigrant languages and language shift -- Bilingualism and Biliteracy in School -- Biliteracy development -- Cummins's interdependence hypothesis -- Second language and literacy learning in school -- Dynamic Approaches to Multilingualism -- Contents note continued: 4.Linguistic Diversity and Globalization -- Globalization and Language Issues -- Protecting diversity: Language rights -- Language maintenance and revitalization efforts -- The Spread of English: Threat or Benefit? -- The dominance of English -- Linguistic imperialism -- A critique and alternative theory -- English dominates but does it replace? -- English and Diversification -- World Englishes -- Teaching English as an international language -- Moving beyond Dichotomies -- 5.Language In Education -- Language Policy and Education: A General Framework -- Who decides? -- What is the (language) problem? -- How are policies implemented? -- Policies for whom and under what conditions? -- The social nature of policy processes -- Language Policy in Schools -- Medium of instruction: Program models -- Beyond medium of instruction: Classroom practices -- We All "Do" Language Planning -- 6.Language Policy in the United States -- Contents note continued: Imagined Communities and National Identities -- Early Years: Tolerance and Repression -- Linguistic diversity before independence -- Supporting multilingualism -- Repression for Native Americans -- Immigrant Era: Focus on Assimilation -- The Americanization movement -- Schooling for immigrants -- Protecting languages other than English -- Return to Bilingual Education -- The Bilingual Education Act (1968-2000) -- Key court decisions -- Toward a Monolingual America? The Modern English-Only Movement -- No Child Left Behind Act -- English-only ballot initiatives -- Maintaining Pluralist Approaches -- Multiple Discourses in U.S. Language in Education Policy -- 7.Program Models and Outcomes -- The Quest for the Perfect Model -- Program evaluation studies -- The "how long" question -- Program Evaluations and Outcomes -- Limits of the Effectiveness Debate -- Defining desired outcomes -- Programmatic thinking -- Focus on output -- From Outcomes to Features -- Contents note continued: Features of effective bilingual programs and schools -- Shifting the debate -- Refraining the Effectiveness Debate -- 8.Principles for Multilingual Schools -- Language Policy, Local Practice -- Four Principles for Language Policy in Education -- Striving for Educational Equity -- The importance of the Principle of Educational Equity -- "Educational Equity" as a lens for policy and practice -- Affirming Identities -- The importance of the Principle of Affirming Identities -- "Affirming Identities" as a lens for policy and practice -- Promoting Additive Bi/Multilingualism -- The importance of the Principle of Additive Bi/Multilingualism -- "Additive Bi/Multilingualism" as a lens for policy and practice -- Structuring for Integration -- The importance of the Principle of Structuring for Integration -- "Structuring for Integration" as a lens for policy and practice -- Putting It All Together -- 9.Affirming Identities in Multilingual Schools -- Contents note continued: Role Definitions and Affirming Identities -- Structuring learner identities through interaction -- Validating students' knowledge: Curriculum planning and assessment -- Reflecting on the Principle of Affirming Identities in Practice -- Policy to Practice: Challenges to Valuing Diverse Identities -- Whose and which identities? -- The ambiguous role of schools -- Shifting Perspectives: The Language of Affirming Identities -- 10.Promoting Additive Bi/Multilingualism -- Language Status and Additive Bi/Multilingualism -- Increasing Language Status through Programmatic Decisions -- Implementing additive bilingual programs -- Alternate pathways to multilingual competence -- What about subtractive program environments? -- Increasing Language Status in Non-Dual-Language Education Classrooms -- Bilingual teachers in subtractive environments -- Additive bilingualism in multilingual environments -- Reflecting on the Principle of Additive Bilingualism in Practice -- Contents note continued: Policy to Practice: Challenges to Language Status Equalization -- (Un)Equal language status issues in TWI programs -- Linguistic compartmentalization -- Shifting Perspectives: The Language of Additive Bi/Multilingualism -- 11.Structuring for Integration -- Integration, Segregation, and Assimilation -- The cost of segregation -- The cost of assimilation -- Finding the balance: Toward integration -- Reflecting on the Principle of Structuring for Integration in Practice -- Policy to Practice: Challenges to Student Integration -- Differential acquisition contexts in TWI programs -- Teacher accommodations during integration -- Students' language use during integration -- The tensions of integration -- Shifting Perspectives: The Language of Integration -- 12.Moving Forward -- Discourses and Language Decisions in School -- The Need for Dual Pathways to Advocacy -- Engaging with dominant discourses -- Framing pluralist discourses -- Contents note continued: The Four Principles and Pluralist Discourses: Policies, Practices, and Research -- Moving Toward Bi/Multilingual Discourses. |
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