Bilingual Education in the 21st Century A

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

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.

List of Figures	p. ix
List of Tables	p. x
Preface and Acknowledgments (and a Caveat)	p. xii
Bilingual Education for All	p. 1
Introducing Bilingual Education	p. 3
Scenarios	p. 3
Introduction	p. 5
What Is Bilingual Education?	p. 5
Beneficiaries and Reasons	p. 11
Geopolitics and Language Orientations	p. 13
Summary	p. 16
Conclusion	p. 17
Bilingualism and Education	p. 19
Languaging and Education	p. 21
Introduction	p. 22
Language Constructions	p. 23
Languaging	p. 31
Conclusion	p. 40
Bilingualism and Translanguaging	p. 42
Introduction	p. 43
Bilingualism and Translanguaging	p. 44
Models of Bilingualism	p. 51
Questioning Assumptions	p. 56
Bilingual Abilities	p. 61
Bilingual Development	p. 63
Neurolinguistic and Psycholinguistic Considerations	p. 67
Conclusion	p. 71
The Sociopolitics of Bilingualism	p. 73
Introduction	p. 73
Transglossia	p. 75
Language Maintenance, Shift, and Revitalization	p. 80
Language Ideologies	p. 82
Language Policy as Right and Resource	p. 84
Conclusion	p. 91
Benefits of Bilingualism	p. 93
Introduction	p. 94
Cognitive Advantages	p. 94
Social Advantages	p. 97
Intervening Factors	p. 101
Conclusion	p. 107
Bilingual Education Policy	p. 109
Bilingual Education: Frameworks and Types	p. 111
Introduction: The Social Context	p. 112
Bilingual Education Models?	p. 113
Bilingual Education Theoretical Frameworks	p. 115
Bilingual Education Types	p. 123
Conclusion	p. 135
Bilingual Education: Factors and Variables	p. 137
Introduction	p. 137
Situational Factor	p. 138
Operational Factor	p. 146
Outcome Factor	p. 152
Integrating Situational, Operational, and Outcome Factors	p. 156
Conclusion	p. 157
U.S. Language Policy in Education	p. 159
Introduction	p. 159
The Past	p. 160
The Present	p. 174
Conclusion	p. 193
Language Promotion by European Supra-national Institutions	p. 197
Introduction	p. 197
The Council of Europe	p. 198
The European Commission	p. 204
Bilingual Education: CLIL/EMILE	p. 208
Conclusion	p. 216
Monoglossic Bilingual Education Policy	p. 218
Introduction	p. 219
Policies for Transition: Transitional Bilingual Education	p. 221
Policies for Maintenance and Enrichment: Maintenance Bilingual Education	p. 231
Policies for Enrichment of Social Elite: Prestigious Bilingual Education	p. 236
Policy for Enrichment of Language Majorities: Immersion Bilingual Education	p. 237
Conclusion	p. 240
Heteroglossic Bilingual Education Policy	p. 244
Introduction	p. 245
Policies for Language Revitalization: Immersion Revitalization Bilingual Education	p. 247
Policies for Development of Minority Languages: Developmental Bilingual Education	p. 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 Education	p. 264
Policies for Multiple Languages: Multiple Multilingual Education	p. 266
Conclusion	p. 280
Bilingual Education Practices	p. 287
Bilingualism in the Curriculum	p. 289
Introduction	p. 289
Bilingual Allocation	p. 290
Bilingual Arrangements	p. 291
Bilingual Practices: Translanguaging	p. 304
Models of Bilingual Teaching	p. 308
Conclusion	p. 309
Bilingual Education Pedagogy and Practices	p. 312
Introduction	p. 312
Bilingual Education Approaches and Methods	p. 313
Principles and Practices of Bilingual Education Pedagogy	p. 318
Strategies: Scaffolding	p. 329
Conclusion	p. 335
Biliteracy Practices and Pedagogy	p. 337
Introduction	p. 337
A Sociocultural Approach	p. 338
The Continua of Biliteracy	p. 340
Models of Biliteracy Use	p. 342
Biliteracy Sequencing	p. 344
Written Language and Texts	p. 346
Instructional Approaches	p. 351
The Biliteracy Workshop	p. 354
Conclusion	p. 364
Assessment of Bilinguals	p. 366
Introduction	p. 366
The Power of Assessment	p. 367
Assessing Bilinguals	p. 369
Democratic Assessment for Bilinguals	p. 378
Conclusion	p. 378
Bilingual Education for the Twenty-first Century	p. 381
Conclusion	p. 383
Myths and Realities	p. 390
Notes	p. 395
Bibliography	p. 410
Author Index	p. 459
Subject Index	p. 466
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Bilingual Education in the 21st Century A Global Perspective

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