Bilingual Education in the 21st Century : A Global Perspective

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  • Format: Paperback
  • Copyright: 2008-11-10
  • Publisher: Wiley

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Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Provides an overview of bilingual education theories and practices throughout the world Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

Author Biography

Ofelia García is Professor of Urban Education at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University´s Teachers College, and at The City College of New York; and has been Dean of the School of Education in the Brooklyn Campus of Long Island University. Among her publications are Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), A Reader in Bilingual Education (with C. Baker), Language Loyalty, Continuity and Change: Joshua Fishman's Contributions to International Sociolinguistics (with Rakhmiel Peltz and Harold Schiffman), and The Multilingual Apple: Languages in New York City (with J.A. Fishman). She is a Fellow of the Stellenbosch Institute for Advanced Study (STIAS) in South Africa, and has been a Fulbright Scholar, and a Spencer Fellow of the U.S. National Academy of Education.

Table of Contents

List of Figuresp. ix
List of Tablesp. x
Preface and Acknowledgments (and a Caveat)p. xii
Bilingual Education for Allp. 1
Introducing Bilingual Educationp. 3
Scenariosp. 3
Introductionp. 5
What Is Bilingual Education?p. 5
Beneficiaries and Reasonsp. 11
Geopolitics and Language Orientationsp. 13
Summaryp. 16
Conclusionp. 17
Bilingualism and Educationp. 19
Languaging and Educationp. 21
Introductionp. 22
Language Constructionsp. 23
Languagingp. 31
Conclusionp. 40
Bilingualism and Translanguagingp. 42
Introductionp. 43
Bilingualism and Translanguagingp. 44
Models of Bilingualismp. 51
Questioning Assumptionsp. 56
Bilingual Abilitiesp. 61
Bilingual Developmentp. 63
Neurolinguistic and Psycholinguistic Considerationsp. 67
Conclusionp. 71
The Sociopolitics of Bilingualismp. 73
Introductionp. 73
Transglossiap. 75
Language Maintenance, Shift, and Revitalizationp. 80
Language Ideologiesp. 82
Language Policy as Right and Resourcep. 84
Conclusionp. 91
Benefits of Bilingualismp. 93
Introductionp. 94
Cognitive Advantagesp. 94
Social Advantagesp. 97
Intervening Factorsp. 101
Conclusionp. 107
Bilingual Education Policyp. 109
Bilingual Education: Frameworks and Typesp. 111
Introduction: The Social Contextp. 112
Bilingual Education Models?p. 113
Bilingual Education Theoretical Frameworksp. 115
Bilingual Education Typesp. 123
Conclusionp. 135
Bilingual Education: Factors and Variablesp. 137
Introductionp. 137
Situational Factorp. 138
Operational Factorp. 146
Outcome Factorp. 152
Integrating Situational, Operational, and Outcome Factorsp. 156
Conclusionp. 157
U.S. Language Policy in Educationp. 159
Introductionp. 159
The Pastp. 160
The Presentp. 174
Conclusionp. 193
Language Promotion by European Supra-national Institutionsp. 197
Introductionp. 197
The Council of Europep. 198
The European Commissionp. 204
Bilingual Education: CLIL/EMILEp. 208
Conclusionp. 216
Monoglossic Bilingual Education Policyp. 218
Introductionp. 219
Policies for Transition: Transitional Bilingual Educationp. 221
Policies for Maintenance and Enrichment: Maintenance Bilingual Educationp. 231
Policies for Enrichment of Social Elite: Prestigious Bilingual Educationp. 236
Policy for Enrichment of Language Majorities: Immersion Bilingual Educationp. 237
Conclusionp. 240
Heteroglossic Bilingual Education Policyp. 244
Introductionp. 245
Policies for Language Revitalization: Immersion Revitalization Bilingual Educationp. 247
Policies for Development of Minority Languages: Developmental Bilingual Educationp. 251
Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language)p. 257
Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Educationp. 264
Policies for Multiple Languages: Multiple Multilingual Educationp. 266
Conclusionp. 280
Bilingual Education Practicesp. 287
Bilingualism in the Curriculump. 289
Introductionp. 289
Bilingual Allocationp. 290
Bilingual Arrangementsp. 291
Bilingual Practices: Translanguagingp. 304
Models of Bilingual Teachingp. 308
Conclusionp. 309
Bilingual Education Pedagogy and Practicesp. 312
Introductionp. 312
Bilingual Education Approaches and Methodsp. 313
Principles and Practices of Bilingual Education Pedagogyp. 318
Strategies: Scaffoldingp. 329
Conclusionp. 335
Biliteracy Practices and Pedagogyp. 337
Introductionp. 337
A Sociocultural Approachp. 338
The Continua of Biliteracyp. 340
Models of Biliteracy Usep. 342
Biliteracy Sequencingp. 344
Written Language and Textsp. 346
Instructional Approachesp. 351
The Biliteracy Workshopp. 354
Conclusionp. 364
Assessment of Bilingualsp. 366
Introductionp. 366
The Power of Assessmentp. 367
Assessing Bilingualsp. 369
Democratic Assessment for Bilingualsp. 378
Conclusionp. 378
Bilingual Education for the Twenty-first Centuryp. 381
Conclusionp. 383
Myths and Realitiesp. 390
Notesp. 395
Bibliographyp. 410
Author Indexp. 459
Subject Indexp. 466
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