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Challenging perspectives that often characterize Latinos as
'at-risk,' this book takes an 'asset' approach, highlighting the
favorable linguistic, cognitive, education, and cultural assets
Latino children bring to educational settings. An Asset-Based
Approach to Latino Education in the United States addresses the
increasingly important challenge and opportunity of educating the
linguistic and cultural diversity of the growing population of
Latino students. The book confronts the educational debate
regarding effective instructional practices for Latinos, bilingual
education, immigration, and assimilation.
Among the many recent books on educational reform, Eugene E.
Garcia's Hispanic Education in the United States stands out as a
landmark work. Garcia vibrantly portrays what works in creating
better educational opportunities and effective school reform. He
also offers a telling reflection on the bicultural experience of
minority groups in the U.S. Culture is an asset in any individual's
educational attainment. Garcia shows how and why our educational
reforms therefore must seek to build upon rather than downplay the
native culture and language of minority students. Poignant stories
from the author's life and from many other teachers and students
make this a vital book for the university classroom, and for any
reader interested in the rapidly changing dynamics of America's
schools.
Challenging perspectives that often characterize Latinos as
'at-risk,' this book takes an 'asset' approach, highlighting the
favorable linguistic, cognitive, education, and cultural assets
Latino children bring to educational settings. An Asset-Based
Approach to Latino Education in the United States addresses the
increasingly important challenge and opportunity of educating the
linguistic and cultural diversity of the growing population of
Latino students. The book confronts the educational debate
regarding effective instructional practices for Latinos, bilingual
education, immigration, and assimilation.
Now in its 6th Edition, this classic text integrates theory and
practice to provide comprehensive coverage of bilingual and ESL
education. The text covers the foundations of bilingual and ESL
education and provides a strong focus on what the teacher needs to
know in a bilingual classroom. Woven throughout the text are quotes
from bilingual and ESL students and teachers that illuminate the
bilingual/ESL learning and teaching experience. Bilingual and ESL
Classrooms is written for both preservice and experienced educators
serving grades pre-K through 12-mainstream, bilingual, ESL, and
special education teachers, as well as administrators, school
counselors, and educational policymakers. New in the Sixth Edition
This sixth edition presents updated research on and expanded
coverage of key issues related to the education of English language
learners in the United States such as continuing controversies and
findings in demographics, the impact of globalization on K-12
public schooling, evidence-driven teaching practices, white
normativity, using technologies developed for language minority
populations, making sense of Census 2010, and achievement levels of
ELLs in math and science. More specifically, this sixth edition
includes: *Coverage of the 2015 Every Student Succeeds Act. *An
expanded and updated "Human Face of Bilingual Students and ELLs."
*A revised, co-authored student chapter. *A thoroughly revised
assessment chapter. *A revised chapter on bilingual special
education.
It is well known that the number of non-English speakers is on the
rise in the United States. What is less well known is that the
largest proportion of this population is children under the age of
5. These young English language learners (ELLs) often demonstrate
achievement gaps in basic math and reading skills when they start
school. How best to educate this important and growing preschool
population is a pressing concern for policymakers and
practitioners. The chapters in this important book provide
up-to-date syntheses of the research base for young ELLs on
critical topics such as demographics, development of bilingualism,
cognitive and neurological benefits of bilingualism, and family
relationships, as well as classroom, assessment, and
teacher-preparation practices. Each chapter reviews the research
and answers the following questions: What does the research clearly
indicate for policy and practice? How solid is this database and
what findings are emerging? What should the research agenda be for
young ELLs?
This is the most comprehensive, up-to-date volume on the state of
bilingual education in the United States and, in particular, on
effective curriculum and instructional approaches. Eugene Garcia,
renowned authority, depicts the vast scope and complexity of the
problem of educating English language learners. He sets forth a
conceptual framework to guide educational policy and practice that
reflects democratic ideals and values.
Young Hispanic children are the largest and fastest growing ethnic
minority population in the United States, representing diverse
racial, linguistic, and cultural backgrounds. Educational skills
and achievement lag significantly for this population creating an
unacceptable achievement gap at the beginning of kindergarten that
grows even further by the end of third grade. What can we learn
from the empirical literature, theory, programs, and policies
associated with language and early learning for young Hispanics?
What are the home and school factors important to differences in
early cognitive development and educational well-being? In this
timely collaboration, a renowned researcher and a seasoned
practitioner explore these questions with a focus on specific
instructional interventions that are associated with reducing the
achievement gap for young Hispanic children. Chapters emphasise
educational practices, including teacher competencies,
instructional strategies, curricular content, parent involvement,
and related policy. The text includes teacher-friendly artefacts,
instructional organisers, and lesson descriptions.
The volume editors of this work cast an eye towards the future,
where US schools and society will be increasingly populated by
racially and ethnically diverse groups, more so than any other
period in the country's history. Rachel Grant examines the
practices and methods in the teaching of second language learners.
Fred Genesee and Elena Nicoladis discuss bilingualism in preschool
children. S. Jim Campos describes and analyses a preschool
programme for Latino children. Celia Genishi and Margaret Borrego
Brainard review the ways in which the language capacities of
bilingual children are tested by teachers and institutions. Howard
L. Smith and Paul E. Heckman look at a playground fight which
becomes emblematic of the clashes between Spanish-dominant and
English-dominant children. George P. Knight, Martha E. Bernal and
Gustavo Carlo compare and contrast socialisation and individual
behaviour among Mexican-American children. Francisco A. Villarruel,
David R. Imig and Marjorie J. Kostelnick look at different family
structures in culturally diverse families and their impact on
children. Karen Shu-Minutoli also looks at the family: the
characteristics, styles, and support needed in care of disabled,
diverse children. Patricia A. Edwards, Kathleen L. Fear and
Margaret A. Gallego examine parents' roles in the pursuit of fair
education for their children, and how they can affect curriculum.
In the last two chapters, Olivia N. Saracho and Bernard Spodek
discuss teacher preparation in early childhood education programmes
for diverse chilren, and in conclusion, summarise the challenges
that face us regarding the issue of linguistic and cultural
diversity.
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