Continua of Biliteracy An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings

by Hornberger, Nancy H.

• ISBN13: 9781853596544
• ISBN10: 185359654X
• Format: Paperback
• Copyright: 2003-05-21
• Publisher: Multilingual Matters

Summary

Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

Author Biography

Dr Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes and has published widely in sociolinguistics, language planning, bilingualism and biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States and internationally.

Table of Contents

Foreword	p. vii
Introduction	p. xii
Acknowledgments	p. xxiv
About the Authors	p. xxv
Continua of Biliteracy
Continua of Biliteracy	p. 3
Revisiting the Continua of Biliteracy: International and Critical Perspectives	p. 35
Language Planning
Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum	p. 71
A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools	p. 91
Searching for a Comprehensive Rationale for Two-way Immersion	p. 122
Learners' Identities
Language Education Planning and Policy in Middle America: Students' Voices	p. 147
Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential	p. 166
To Correct or Not to Correct Bilingual Students' Errors is a Question of Continua-ing Reimagination	p. 187
Empowering Teachers
Biliteracy Teacher Education in the US Southwest	p. 207
Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?	p. 232
Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations	p. 248
Sites and Worlds
When MT is L2: The Korean Church School as a Context for Cultural Identity	p. 269
'Be Quick of Eye and Slow of Tongue': An Analysis of Two Bilingual Schools in New Delhi	p. 291
Conclusion
Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach	p. 315
Afterword	p. 340
Index	p. 363
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