The foundations of dual language instruction

Cover......Page 1
Contents......Page 8
Preface......Page 16
  The Ancient World......Page 22
  The Modern World......Page 23
  Multilingualism in the United States......Page 24
  Canada......Page 25
  The Nineteenth Century......Page 26
  The Twentieth Century......Page 29
 Summary......Page 30
 Suggestions for Further Reading......Page 31
 What Is a Program Model?......Page 34
  What Is the Goal of a Transitional Program?......Page 35
 Language Maintenance Programs......Page 36
 Immersion Programs......Page 37
  Immersion Programs in the United States......Page 38
 Models and Realities: What Does Bilingual Education Look Like in Practice?......Page 40
 Dual Language Instruction in Private Schools......Page 43
 Bilingual Teachers......Page 44
 Activities......Page 45
 Suggestions for Further Reading......Page 46
 The Study of Language......Page 48
 What Is Language?......Page 49
  Syntax......Page 50
  Semantics......Page 51
  Implications for Teachers......Page 52
  Are Some Languages Better than Others?......Page 54
  Are Some Languages More Expressive than Others?......Page 55
  Standard......Page 57
  Pidgins and Creoles......Page 58
 More Than One Language......Page 59
  What Is Bilingualism?......Page 60
  Code-Switching......Page 61
 The Ebonics Debate......Page 62
 Questions to Think About and Discuss......Page 64
 Activities......Page 66
 Suggestions for Further Reading......Page 67
 First Language Development: Memorizing or Hypothesizing?......Page 68
  Rule Finding......Page 69
  Child-Directed Speech......Page 70
  Input Modification......Page 71
  Stages of First Language Development......Page 72
  Order of Acquisition......Page 73
  Children as Sociolinguists......Page 74
 Second Language Acquisition......Page 75
  The Effect of Age......Page 76
  The Social Factors......Page 77
  The Acquisition–Learning Distinction......Page 78
  Language Learners and Language Speakers Interact......Page 80
 Summary......Page 81
 Suggestions for Further Reading......Page 82
  Reliability......Page 84
  Can You Eliminate Content Bias with Translation?......Page 85
  Norming......Page 86
  Academic Language Proficiency......Page 87
  How Is Language Proficiency Assessed?......Page 89
 Standardized Achievement Testing......Page 91
 Diagnostic Testing for Placement in Special Programs......Page 93
 Activities......Page 94
 Suggestions for Further Reading......Page 95
CHAPTER 6 PRIMARY LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT STUDENTS......Page 98
  Transfer of Concepts and Skills......Page 99
  Students Need to Develop CALP......Page 101
  Primary Language Instruction and Self-Concept......Page 102
 Overall, What Does the Research Indicate?......Page 103
 If Primary Language Instruction, Then How?......Page 104
  Concurrent Translation......Page 105
 Cooperative Learning......Page 106
 Summary......Page 107
 Suggestions for Further Reading......Page 108
 A Note about Terminology......Page 110
  The Search for Alternative Approaches......Page 111
  The Audiolingual Approach......Page 112
  Other Recent Approaches......Page 113
  Planning......Page 116
  Lesson Delivery......Page 117
  Assessment......Page 118
  What Is Literacy?......Page 120
  How Can Teachers Support Biliteracy?......Page 121
  How Can Schools Promote Biliteracy?......Page 123
 Summary......Page 124
 Activities......Page 125
 Suggestions for Further Reading......Page 126
  The Impact of Immigration......Page 130
  Other Demographic Factors......Page 131
 What Is Culture?......Page 132
  Culture Is Continuous......Page 133
  Culture Is a Struggle for Survival......Page 134
  Culture and Language......Page 135
  Housing......Page 136
  Values......Page 137
  What Is Multicultural Education?......Page 138
  What Is the Connection Between Bilingual Education and Multicultural Education?......Page 141
 Questions to Think About and Discuss......Page 142
 Suggestions for Further Reading......Page 143
  Genetic Inferiority......Page 146
  Cultural Deficit......Page 147
  Cultural Mismatch......Page 148
  Contextual Interaction......Page 151
  John Ogbu’s Typology......Page 152
  Status, Power, and School Success......Page 153
 Questions to Think About and Discuss......Page 155
 Suggestions for Further Reading......Page 156
CHAPTER 10 LEGAL FOUNDATIONS OF DUAL LANGUAGE INSTRUCTION......Page 158
  World War II and Foreign Language Instruction......Page 159
  Brown v. the Board of Education (1954)......Page 160
 Who Governs Education?......Page 161
 The Bilingual Education Act (Title VII)......Page 162
  Title VII and Policy......Page 163
  Interpretation of Lau......Page 164
  Effects of Lau......Page 165
 No Child Left Behind......Page 166
  NCLB Funding......Page 167
  NCLB Pros and Cons......Page 169
 Summary......Page 170
 Suggestions for Further Reading......Page 171
 Language Support......Page 172
 Language Suppression......Page 173
  Endangered Languages......Page 174
 Language Policy and Schooling......Page 175
 Activities......Page 178
 Suggestions for Further Reading......Page 179
 Immigration......Page 180
  A Historical Perspective......Page 181
  Assimilation versus Pluralism......Page 182
 Unity, Diversity, and Language......Page 183
  Language Parochialism......Page 184
  Language Elitism......Page 186
  Language Restrictionism......Page 187
  Implications for Schooling......Page 191
 Summary......Page 192
 Suggestions for Further Reading......Page 193
APPENDIX ONLINE RESOURCES......Page 196
Bibliography......Page 198
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