The Foundations of Dual Language Instruction
, by Lessow-Hurley, Judith- ISBN: 9780132685160 | 0132685167
- Cover: Paperback
- Copyright: 2/1/2012
Judith Lessow-Hurley is a professor in the Elementary Education Department at San Jose State University. Her areas of expertise are bilingual and multicultural education. She works primarily with pre-service teachers, most of whom teach significant numbers of second language learners from linguistically and culturally diverse backgrounds. Professor Lessow-Hurley has worked with professional educators across the country and internationally. Along with her expertise in the education of English language learners, she has studied religious diversity in the context of First Amendment protections for religious freedoms in a pluralist democracy. She is also the author of Meeting the Needs of Second Language Learners (ASCD, 2002).
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 |
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