多文化状況における教育政策、研究、実践の生態的枠組み<br>Continua of Biliteracy : An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (Bilingual Education & Bilingualism)

多文化状況における教育政策、研究、実践の生態的枠組み
Continua of Biliteracy : An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (Bilingual Education & Bilingualism)

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  • 製本 Hardcover:ハードカバー版/ページ数 400 p.
  • 言語 ENG
  • 商品コード 9781853596551
  • DDC分類 306.446

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 most educational policy and practice continue blithely to ignore. 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 and multilingual learners, each program adapted to its own specific context, media, and contents.

Contents

Jim Cummins: Foreword

Nancy H. Hornberger: Introduction

Acknowledgments

About the Authors

Part 1: Continua of Biliteracy

1 Nancy H. Hornberger: Continua of Biliteracy

2 Nancy H. Hornberger and Ellen Skilton-Sylvester: Revisiting the Continua of Biliteracy: International and Critical Perspectives

Part 2: Language Planning

3 Colin Baker: Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum

4 Carole Bloch and Neville Alexander: A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools

5 Mihyon Jeon: Searching for a Comprehensive Rationale for Two-way Immersion

Part 3: Learners' Identities

6 Felicia Lincoln: Language Education Planning and Policy in Middle America: Students' Voices

7 Carmen I. Mercado: Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential

8 Melisa Cahnmann: To Correct or Not to Correct Bilingual Students' Errors is a Question of Continua-ing Reimagination

Part 4: Empowering Teachers

9 Bertha Pérez, Belinda Bustos Flores, and Susan Strecker: Biliteracy Teacher Education in the US Southwest

10 Joel Hardman: Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?

11 Diana Schwinge: Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations

Part 5: Sites and Worlds

12 Holly R. Pak: When MT is L2: The Korean Church School as a Context for Cultural Identity

13 Viniti Basu: 'Be Quick of Eye and Slow of Tongue': An Analysis of Two Bilingual Schools in New Delhi

Part 6: Conclusion

14 Nancy H. Hornberger: Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach

Brian Street: Afterword

Index

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