Teaching And Learning in Two Languages

by Garcia, Eugene E.

• ISBN13: 9780807745366
• ISBN10: 0807745367
• Format: Paperback
• Copyright: 2005-03-23
• Publisher: Teachers College Pr

Summary

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. Eugene Garc#xED;a, renowned authority, depicts the vast scope and complexity of the problem of educating English language learners. He sets forth a conceptual framework to guide educational policy and practice that reflects democratic ideals and values. This authoritative reference: provides a comprehensive review of theory, research, practice, and policy that accurately characterizes the education of bilingual students in U.S. schools; presents an analysis of teachers, classrooms, schools, and communities that have successfully educated bilingual children by employing diverse instructional strategies; addresses language, social, and cognitive issues as they intersect with various instructional practices; and identifies the characteristics of effective bilingual education programs, presenting examples of school programs that exemplify these characteristics.

Author Biography

Eugene E. Garcia is Professor of Education and Dean of the College of Education and Vice-President for University-School Partnerships at Arizona State University

Table of Contents

Series Foreword	vii
James A. Banks
Preface Why This Book?	xiii
Who Are These Children, Their Families, and Communities?	1	(22)
U.S. Language Diversity	4	(12)
Immigrant Students---U.S. Schools	16	(4)
English Acquisition and Bilingualism in the U.S. Context	20	(1)
Conclusion	21	(2)
Bilingualism Is Not the Arithmetic Sum of Two Languages	23	(16)
Bilingual Development	23	(1)
Linguistic Development	24	(3)
Language Choice and Code-Switching	27	(2)
Cognition, Language, and Culture	29	(5)
Social/Communicative Aspects	34	(1)
Language Development Considers Ways to Use It	35	(3)
Conclusion	38	(1)
Education Comes in Diverse Shapes and Forms for U.S. Bilinguals	39	(25)
Schooling Practices: The Debate	40	(4)
What Works: Optimal Instruction and Learning Features	44	(3)
Dual-Language Programs	47	(3)
Beyond Language	50	(1)
English-Language Development in a Bilingual Program	51	(2)
Developing ``Academic'' English in U.S. Bilinguals	53	(8)
Specially Designed Academic Instruction	61	(1)
Conclusion	62	(2)
Bilinguals in the United States Speak More Than a Foreign Language	64	(13)
Dialects and Bilingualism	64	(5)
U.S. Indigenous Bilingual Students	69	(2)
Bilingual/Bicultural U.S. Deaf Students	71	(4)
Conclusion	75	(2)
The Policy Debate and Related Policies Regarding U.S. Bilinguals	77	(23)
The Federal Courts	77	(4)
Rights of Language-Minority Students	81	(4)
State and Local Policies	85	(1)
English-Only State Policies	86	(2)
Convergence of Other State and Local Policies	88	(4)
Federal Policy	92	(7)
Conclusion	99	(1)
Educational Reform and Schooling U.S. Bilinguals	100	(23)
An Integrated Conceptual Framework for the Instruction of U.S. Bilinguals	100	(3)
Responsive Learning Communities	103	(3)
The Design Study---A Responsive Bilingual Learning Community: Sites, Teachers, and Intervention	106	(8)
Analysis of Writing, Creating, and Revising Writing Rubrics	114	(8)
Conclusion	122	(1)
Bilingual Student Achievement in a Reform Context	123	(34)
Sierra Madre Findings	124	(3)
Chang Ching Findings	127	(9)
Standardized Test Achievement Measures	136	(3)
Teachers' Perceptions of Their Work, ALAS, and Instruction	139	(4)
Conclusion	143	(3)
Appendix: Additional Data for Chang Ching and Sierra Madre	146	(11)
Final Thoughts Regarding Theory, Practice, and Policy Relevant to U.S. Bilingual Students	157	(14)
Language as a Cultural System	158	(1)
Culture, Language, and Schooling	159	(1)
Policy Considerations	160	(2)
Educational Practice Implications	162	(6)
From the General to the Specific	168	(1)
Conclusion	169	(2)
References	171	(16)
Index	187	(12)
About the Author	199