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Colonialism, contemporary patterns of communication worldwide, the
revival of minority languages and immigration have all increased
the prevalence of individual multilingualism and the need for
individuals to have multilingual proficiency. While multilingualism
and multilingual education share certain characteristics with
bilingualism and bilingual education, they present unique
characteristics, and promoting them presents unique challenges that
have seldom been addressed. The chapters in this edited book
provide theoretical, empirical and practical bases for planning and
implementing multilingual education programmes that prepare
students for a multilingual world. The authors address issues
related to multilingual acquisition, the use of content instruction
in multiple languages to promote multilingual acquisition, teacher
education, and the role of culture in multilingual schools. In
addition, case studies of multilingual schools from around the
world illustrate not only the achievements of multilingual
education but also the challenges it poses. This book should
interest researchers working on bilingualism and multilingualism,
teacher educators and teachers who work or plan to work in
bi-multilingual programmes and language policy makers.
Prepare SLPs and educators to support this growing population with
the third edition of this bestselling textbook, developed by three
influential experts on bilingual language development and aligned
with Head Start guidelines on cultural and linguistic
responsiveness. Updated with the latest research and recommended
practices, this book gives a broad audience of future professionals
the clear and comprehensive information they need to promote
positive outcomes for young dual language learners and make
informed decisions about assessment and intervention when a
disorder is present. Readers will get up-to-date guidance on a wide
range of key topics, including recognizing the typical stages of
second language learning, supporting development in both languages,
distinguishing a language delay from a disorder, planning
culturally appropriate interventions, addressing reading disorders
in bilingual children, and more. New and enhanced student-friendly
features make this edition even more engaging and practical, and a
robust new package of online support materials will help faculty
members use the book effectively in their courses. With the
foundational knowledge in this state-of-the-art textbook-also a
valuable resource for in-practice SLPs and educators-professionals
will be ready to help young dual language learners thrive, both at
home and in the classroom. WHAT'S NEW: - New chapter on supporting
heritage language development in children with immigration
backgrounds - Important updates throughout the book on best
practices and recent research findings from the field - Updated
student-friendly features, including learning outcomes at the start
of each chapter, tables and figures that illustrate key concepts
and research, and Voices from the Field text boxes - Two
downloadable parent questionnaires to help SLPs gather critical
information when working with culturally and linguistically diverse
children - New online companion materials: discussion questions and
class activities for each chapter, plus a final integrative course
project
CLIL in Context is a comprehensive, practical guide to CLIL in
different educational contexts. The authors provide tips on how to
implement CLIL for majority language students in dual language
programs, for minority and indigenous language students who are
learning through a second language and for students learning an
additional language in foreign language contexts. They provide
plenty of real life examples and useful tools for working with the
community, planning instruction, selecting materials and assessing
student learning. All of this is supported by commentaries from
educators and students around the world who have adopted a CLIL
approach.
The book provides a review of scientific research on the learning
outcomes of students with limited or no proficiency in English in
U.S. schools. Research on students in kindergarten to grade 12 is
reviewed. The primary chapters of the book focus on these students'
acquisition of oral language skills in English, their development
of literacy (reading & writing) skills in English,
instructional issues in teaching literacy, and achievement in
academic domains (i.e., mathematics, science, and reading). The
reviews and analyses of the research are relatively technical with
a focus on research quality, design characteristics, and
statistical analyses. The book provides a set of summary tables
that give details about each study, including full references,
characteristics of the students in the research, assessment tools
and procedures, and results. A concluding chapter summarizes the
major issues discussed and makes recommendations about particular
areas that need further research.
The study of families and educators who successfully sustain
children's linguistic resources is a novelty in current educational
research, where focus has largely been on the development of
students' English language skills. In this book, Alison L. Bailey
and Anna V. Osipova provide a systematic examination of the beliefs
and practices of parents and educators who share the common goal of
improving educational and social outcomes for multilingual
children. Giving voice to parents and educators, they explore the
strategies being devised to foster multilingualism and support its
development both at home and in the classroom. This book presents
new research findings and combines these with compelling firsthand
accounts of the successes and concerns of both families and
educators, making its content pertinent to a wide audience of
researchers and a range of higher education courses.
The study of families and educators who successfully sustain
children's linguistic resources is a novelty in current educational
research, where focus has largely been on the development of
students' English language skills. In this book, Alison L. Bailey
and Anna V. Osipova provide a systematic examination of the beliefs
and practices of parents and educators who share the common goal of
improving educational and social outcomes for multilingual
children. Giving voice to parents and educators, they explore the
strategies being devised to foster multilingualism and support its
development both at home and in the classroom. This book presents
new research findings and combines these with compelling firsthand
accounts of the successes and concerns of both families and
educators, making its content pertinent to a wide audience of
researchers and a range of higher education courses.
This book details investments required for establishing successful
bi-/trilingual education programmes and discusses administrative,
community legislative, political, societal and institutional
complexities that shape bi-/trilingual education. It will help
readers anticipate potential consequences of various programme
development decisions and prepare them for both expected and
unexpected outcomes. The complexities of bi-/trilingual education
are organised using an innovative conceptual framework of forces,
mechanisms and counterweights. This conceptual framework is used to
analyse 13 case studies from five continents. In addition, six
'voices-from-the-field' provide the first-hand accounts of
educational professionals working in bilingual programmes.
The book provides the first and only review of scientific research
on the learning outcomes of students with limited or no proficiency
in English in U.S. schools. Research on students in kindergarten to
grade 12 is reviewed. The primary chapters of the book focus on
these students' acquisition of oral language skills in English,
their development of literacy (reading & writing) skills in
English, instructional issues in teaching literacy, and achievement
in academic domains (i.e., mathematics, science, and reading). The
reviews and analyses of the research are relatively technical with
a focus on research quality, design characteristics, and
statistical analyses. The book provides a unique set of summary
tables that give details about each study, including full
references, characteristics of the students in the research,
assessment tools and procedures, and results. A concluding chapter
summarizes the major issues discussed and makes recommendations
about particular areas that need further research.
This text has been written to help foreign and second language educators use classroom-based assessment as a tool for improving teaching and learning. The book requires no previous background in psychometrics, statistics, or research, and the suggested procedures are appropriate for a broad range of levels, situations, and instructional approaches.
Educating Second Language Children is a collection of articles from fourteen elementary education experts who espouse an integrative approach to second language education, one that goes beyond language teaching methodology to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with second language development but with the development of the whole child; rather than focusing on language instruction, it addresses the entire curriculum; and instead of restricting itself to classroom learning, it examines the role of the school, family and community.
DUAL LANGUAGE INSTRUCTION: A HANDBOOK FOR ENRICHED EDUCATION is an
ideal professional reference title for those interested in teaching
ESL, foreign language, and bilingual programs. It is a resource
guide for implementing, evaluating, administering, and maintaining
dual language instruction programs.
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