基本説明
The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual ad multilingual learners.
Full Description
Biliteracy - the use of two or more languages in and around writing - is an inescapable feature of lives and schools worldwide, yet one which many educational policies and practices continue to ignore. The study of the continua of biliteracy in the present volume seeks to offer a comprehensive yet flexible model to guide educators, researchers and policy-makers in designing, carrying out and evaluating educational programmes for the development of bilingual and multilingual learners, each programme adapted to its own specific context, media and contents.
Table of Contents
Foreword
Jim Cummins vii
Introduction
Nancy H. Hornberger xii
Acknowledgments xxiv
About the Authors xxv
Part 1: Continua of Biliteracy
1 Continua of Biliteracy
Nancy H. Hornberger 3 (32)
2 Revisiting the Continua of Biliteracy:
International and Critical Perspectives
Nancy H. Hornberger and Ellen 35 (36)
Skilton-Sylvester
Part 2: Language Planning
3 Biliteracy and Transliteracy in Wales:
Language Planning and the Welsh National
Curriculum
Colin Baker 71 (20)
4 A Luta Continua!: The Relevance of the
Continua of Biliteracy to south African
Multilingual Schools
Carole Bloch and Neville Alexander 91 (31)
5 Searching for a Comprehensive Rationale for
Two-way Immersion
Mihyon Jeon 122 (25)
Part 3: Learners' Identities
6 Language Education Planning and Policy in
Middle America: Students' Voices
Felicia Lincoln 147 (19)
7 Biliteracy Development among Latino Youth
in New York City Communities: An Unexploited
Potential
Carmen I. Mercado 166 (21)
8 To Correct or Not to Correct Bilingual
Students' Errors is a Question of
Continua-ing Reimagination
Melisa Cahnmann 187 (20)
Part 4: Empowering Teachers
9 Biliteracy Teacher Education in the US
Southwest
Bertha P駻ez, Belinda Bustos Flores, and 207 (25)
Susan Strecker
10 Content in Rural ESL Programs: Whose
Agendas for Biliteracy Are Being Served?
Joel Hardman 232 (16)
11 Enabling Biliteracy: Using the Continua of
Biliteracy to Analyze Curricular Adaptations
and Elaborations
Diana Schwinge 248 (21)
Part 5: Sites and Worlds
12 When MT is L2: The Korean Church School as
a Context for Cultural Identity
Holly R. Pak 269 (22)
13 'Be Quick of Eye and Slow of Tongue': An
Analysis of Two Bilingual Schools in New Delhi
Viniti Basu 291 (24)
Part 6: Conclusion
14 Multilingual Language Policies and the
Continua of Biliteracy: An Ecological Approach
Nancy H. Hornberger 315
Afterword
Brian Street 340 (23)
Index 363
