Waubonsee Community College

Bilingual education, from compensatory to quality schooling, María Estela Brisk

eng

Includes bibliographical references and index

index present

non fiction

Bilingual education

bibliography

58563249

María Estela Brisk

"Bilingual Education: From Compensatory to Quality Schooling, Second Edition, maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable."

from compensatory to quality schooling

"Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each otherAll educators who work or will work with bilingual students - classroom teachers, administrators, and curricula developers - will find the information in this text essential and will appreciate the straightforward approach and easy reading style."--Jacket

1. Pursuing successful schooling -- Bilingual and bicultural individuals -- Defining success -- Research trends -- A framework for defining success -- Measuring success -- Compensatory versus quality education -- 2. Bilingual education debate -- Language minority students in U.S. schools -- Language use in education since independence -- Defining bilingual education -- Bilingual education models -- English-only instruction models -- Comparison of models -- Understanding the present debate -- Conclusion -- 3. Contextual and individual factors : support and challenges -- Situational factors -- Linguistic factors -- Cultural factors -- Economic factors -- Political factors -- Social factors -- Personal characteristics of students -- Linguistic factors -- Cultural factors -- Educational factors -- Role of families -- Peers -- Conclusion -- 4. Creating a good school -- Goals for the school -- School climate -- Bilingual-bicultural society -- Knowing the students -- High expectations of students -- The bilingual program as an integral part of the school -- Leadership and support for the bilingual program -- Quality of personnel -- Will to educate -- Qualifications -- Relationships with the parents and communities of the students -- Home-school communication -- Volunteering -- Home activities -- Governing -- Collaboration with community organizations -- Activities across the border -- Conclusion -- 5. Creating quality curricula -- Bilingual curriculum -- Language and literacy development -- Language use in content area instruction -- Language boundaries in a bilingual curriculum -- Consistency of language use and student assignment -- Cross-cultural curriculum -- Incorporating native culture -- Incorporating personal experiences -- Teaching American culture -- Blending cultures -- Managing cultural conflict -- Comprehensive curriculum -- Content area subjects -- Integration of language and culture with content areas -- Development of thinking and study skills -- Materials -- Assessment -- Conclusion -- 6. Creating quality instruction -- Respect for students, their language, and their culture -- Engaging, challenging, and supportive instruction -- Teaching English and teaching in English -- Teaching students with limited schooling -- Lesson objectives -- Students' role -- Classroom organization -- Classroom assessment -- Resources for teaching -- Partnership with families and communities -- Maximizing teachers' skills -- Conclusion -- 7. Beyond the debate -- Bilingual, cross-cultural transformation of schools -- Strategies for program implementation and evaluation -- Program implementation -- Program evaluation -- Conclusion