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The Foundations of Dual Language Instruction

by: Lessow-Hurley, Judith

The Foundations of Dual Language Instruction

by: Lessow-Hurley, Judith

ISBN 13:
9780132685160
ISBN 10:
0132685167
Edition: 6th
Format: Paperback
Copyright: 02/01/2012
Publisher: Pearson

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Summary

The Foundations of Dual Language Instructionis a practical, comprehensive, objective look at dual language instruction and the social, political, historical, and educational issues of teaching second language learners in today's diverse classrooms. With its emphasis on English language learners, the book provides descriptions of effective programs and instructional strategies that can be used in the classroom, and includes sections on the history and legal underpinnings of schooling in two languages, language policy in the U.S. and around the world, considerations of changing demographics and implications for educators, and the dynamics of culture in schooling.

About the Author	p. iv
Preface	p. xii
National Unity and Diversity and the Language(s) We Speak	p. 1
Introduction	p. 1
Key Questions	p. 1
Changing Demographics	p. 2
Immigration	p. 2
Immigration: A Historical Perspective	p. 2
Other Demographic Factors	p. 4
Implications for Teachers	p. 4
A Changing National Narrative	p. 5
Unity, Diversity, and Language	p. 6
Language Parochialism	p. 6
Language Elitism	p. 9
Language Restrictionism	p. 10
Implications for Schooling	p. 12
Restrictions on Bilingual Programs	p. 12
Outcomes	p. 13
Summary	p. 13
Questions to Think About and Discuss	p. 14
Activities	p. 14
Suggestions for Further Reading	p. 14
Web and Media Resources	p. 16
Historical and International Perspectives on Language Education	p. 18
Introduction	p. 18
Key Questions	p. 18
Historical Perspectives	p. 18
The Ancient World	p. 18
The Modern World	p. 19
Dual Language Instruction in the United States: A History	p. 21
The Nineteenth Century	p. 21
The Twentieth Century	p. 23
Multilingualism in the United States: Looking Forward	p. 24
Language Planning, Language Policy, and Schooling	p. 26
Language Suppression	p. 27
Language Revitalization	p. 28
Summary	p. 30
Questions to Think About and Discuss	p. 30
Activities	p. 31
Suggestions for Further Reading	p. 31
Web and Media Resources	p. 32
Aspects of Language	p. 34
Introduction	p. 34
Key Questions	p. 35
The Study of Language	p. 35
What Is Language?	p. 35
Subsystems of Language	p. 36
The Phonological System	p. 36
The Morphological System	p. 37
Syntax	p. 37
Semantics	p. 37
Pragmatics	p. 38
Other Aspects of Communication	p. 39
Implications for Teachers	p. 39
Language Attitudes	p. 39
Are Some Languages Better Than Others?	p. 40
Are Some Languages More Expressive Than Others?	p. 40
Language Varieties	p. 41
Standard	p. 41
Dialect	p. 42
Pidgins and Creoles	p. 44
Register	p. 44
Is It Slang?	p. 46
More Than One Language	p. 46
What Is Bilingualism?	p. 46
Code-Switching	p. 47
Bilingualism: A Handicap or a Talent?	p. 48
The Ebonics Debate	p. 49
Language Loss	p. 50
Summary	p. 51
Questions to Think About and Discuss	p. 51
Activities	p. 53
Suggestions for Further Reading	p. 53
Web and Media Resources	p. 55
Language Development	p. 57
Introduction	p. 57
Key Questions	p. 57
First Language Development: Memorizing or Hypothesizing?	p. 57
Rule Finding	p. 58
First Language Development and Comprehensible Input	p. 59
Child-Directed Speech	p. 59
The Social and Cultural Contexts of Language Acquisition	p. 60
Input Modification	p. 61
Stages of First Language Development	p. 61
Order of Acquisition	p. 62
Children as Sociolinguists	p. 63
Second Language Acquisition	p. 63
The Effect of Age	p. 64
The Effect of Personality	p. 66
The Social Factors	p. 66
Integrative Models of Second Language Acquisition	p. 67
The Acquisition-Learning Distinction	p. 67
Language Learners and Language Speakers Interact	p. 69
Summary	p. 70
Questions to Think About and Discuss	p. 70
Activities	p. 71
Suggestions for Further Reading	p. 71
Web Resource	p. 72
Dual Language Program Models	p. 74
Introduction	p. 74
Key Questions	p. 74
What Is a Program Model?	p. 74
Transitional Program Models	p. 75
Which Students Do Transitional Programs Serve?	p. 75
What Is the Goal of a Transitional Program?	p. 75
Transitional Programs: A Lot Better Than Nothing	p. 76
Maintenance and Enrichment Programs	p. 76
Immersion Programs	p. 77
The Results of Immersion: The Canadian Experience	p. 77
Immersion Programs in the United States	p. 78
Dual Language Instruction in Private Schools	p. 80
Bilingual Teachers	p. 82
Summary	p. 83
Questions to Think About and Discuss	p. 83
Activities	p. 84
Suggestions for Further Reading	p. 84
Web and Media Resources	p. 85
Primary Language Instruction for English Learners	p. 87
Introduction	p. 87
Key Questions	p. 88
A Rationale for Primary Language Instruction	p. 88
Transfer of Concepts and Skills	p. 88
How Does Transfer Work?	p. 88
Primary Language Development and Second Language Acquisition	p. 90
Students Need to Develop Cognitive/Academic Language Proficiency (CALP)	p. 90
Effects of Bilingualism on Achievement	p. 92
Primary Language Instruction and Self-Concept	p. 93
Overall, What Does the Research Indicate?	p. 93
If Primary Language Instruction, Then How?	p. 95
Separation of Languages	p. 95
Concurrent Translation	p. 95
Preview-Review	p. 96
Summary	p. 96
Questions to Think About and Discuss	p. 96
Activities	p. 97
Suggestions for Further Reading	p. 97
Web and Media Resources	p. 98
Second Language Instruction	p. 99
Introduction	p. 99
Key Questions	p. 99
A Note About Terminology	p. 100
Early Viewpoints on Second Language Instruction	p. 100
Grammar Translation	p. 100
The Search for Alternative Approaches	p. 100
Modern Approaches to Second Language Instruction	p. 101
The Audiolingual Approach	p. 101
Other Recent Approaches	p. 102
Modifying Instruction for Second Language Learners	p. 103
Academic Language	p. 103
Linking Language to Content: A Rationale	p. 104
Linking Language and Content: How?	p. 105
Sheltered Instruction Observation Protocol (SIOP®)	p. 110
Literacy and Biliteracy	p. 110
What Is Literacy?	p. 110
Biliteracy	p. 111
How Can Teachers Support Biliteracy?	p. 111
Literacy and the Second Language Learner	p. 112
How Can Schools Promote Biliteracy?	p. 114
Summary	p. 114
Questions to Think About and Discuss	p. 115
Activities	p. 115
Suggestions for Further Reading	p. 116
Web and Media Resources	p. 118
Assessment and English Learners	p. 120
Introduction	p. 120
Key Questions	p. 121
Testing Second Language Learners: General Issues	p. 121
Reliability	p. 121
Validity	p. 121
Content Bias	p. 121
Can You Eliminate Content Bias Using Translation?	p. 122
Construct Bias	p. 122
Procedure	p. 122
Norming	p. 123
Language Proficiency	p. 123
What Is Language Proficiency?	p. 123
Models of Language Proficiency	p. 123
Academic Language Proficiency	p. 124
How Is Language Proficiency Assessed?	p. 124
Standards-Based Language Proficiency Assessment	p. 127
The Need for Multidimensional Approaches to Assessment	p. 128
Standardized Achievement Testing	p. 128
Diagnostic Testing for Placement in Special Programs	p. 129
Summary	p. 129
Questions to Think About and Discuss	p. 130
Activities	p. 130
Suggestions for Further Reading	p. 131
Web and Media Resources	p. 132
Legal Foundations of Dual Language Instruction	p. 134
Introduction	p. 134
Key Questions	p. 134
The Historical Context for Dual Language Instruction: World War II and Beyond	p. 135
World War II and Foreign Language Instruction	p. 135
World War II and Civil Rights	p. 135
Brown v. the Board of Education (1954)	p. 136
The Civil Rights Movement and Dual Language Instruction	p. 137
Who Governs Education?	p. 138
Federal Involvement in Education	p. 138
The Bilingual Education Act (Title VII)	p. 139
Discretionary Funding	p. 139
Title VII and Policy	p. 140
Lau v. Nichols (1974)	p. 140
Interpretation of Lau	p. 141
Effects of Lau	p. 141
Equal Educational Opportunities Act of 1974	p. 142
No Child Left Behind	p. 143
NCLB Funding	p. 143
NCLB Pros and Cons	p. 144
State Laws Regarding Bilingual Education	p. 146
Summary	p. 146
Questions to Think About and Discuss	p. 147
Activities	p. 147
Suggestions for Further Reading	p. 147
Web and Media Resources	p. 147
Aspects of Culture	p. 149
Introduction	p. 149
Key Questions	p. 149
What Is Culture?	p. 150
What Are the Key Characteristics of Culture?	p. 150
Culture Is Dynamic	p. 150
Culture Is Creative	p. 151
Culture Is Continuous	p. 151
Culture Is Learned	p. 151
Culture Is Shared	p. 151
Culture Is a Struggle for Survival	p. 152
How Is Culture Manifested?	p. 152
Clothing and Decoration	p. 152
Housing	p. 153
Time Orientation	p. 153
Spatial Orientation	p. 153
Values	p. 154
Culture and Language	p. 155
What Is Multicultural Education?	p. 156
What Is the Connection Between Bilingual Education and Multicultural Education?	p. 157
Summary	p. 158
Questions to Think About and Discuss	p. 158
Activities	p. 158
Suggestions for Further Reading	p. 159
Web and Media Resources	p. 160
Culture, Schooling, and Achievement	p. 162
Introduction	p. 162
Key Questions	p. 163
Explaining the Achievement Gap: Four Approaches	p. 163
Genetic Inferiority	p. 163
Cultural Deficit	p. 163
Cultural Mismatch	p. 164
Contextual Interaction	p. 167
Status, Power, and School Success	p. 170
Contextual Interaction as a Solution to Differential Achievement	p. 171
What Teachers Can Do	p. 171
Summary	p. 172
Questions to Think About and Discuss	p. 172
Activities	p. 173
Suggestions for Further Reading	p. 173
Web and Media Resources	p. 174
Bibliography	p. 176
Index	p. 196
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

The Foundations of Dual Language Instruction

The Foundations of Dual Language Instruction

9780132685160

0132685167

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

The Foundations of Dual Language Instruction

The Foundations of Dual Language Instruction

9780132685160

0132685167

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

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