Waubonsee Community College

Teaching and learning in two languages, bilingualism & schooling in the United States, Eugene E. Garcia

eng

Includes bibliographical references (pages 171-186) and index

illustrations

index present

non fiction

Teaching and learning in two languages

bibliography

56942116

Eugene E. Garcia

Multicultural education series

bilingualism & schooling in the United States

This is the most comprehensive, up-to-date volume on the state of bilingual education in the United States and, in particular, on effective curriculum and instructional approaches. The book sets forth a conceptual framework to guide educational policy and practice that reflects democratic ideals and values

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