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Acknowledging teacher and student dialogue as key to student
development, this volume takes a critical perspective on notions of
classroom participation, extending previous scholarship to
illustrate how critical, dialogic pedagogies can promote equity and
inclusivity. In proposing and outlining the parameters of "critical
dialogic education," the contributors to this volume document and
discuss examples of classroom discourse practices that challenge
the monolithic and uncritical discourse practices that
traditionally silence minoritized students. Chapters draw on a
range of empirical studies and present multimodal data to consider
aspects of teacher education; classroom environments; and
curricular innovations which promote critical and dialogical
student interaction, civic engagement, and linguistic versatility.
This book will be of interest to scholars, postgraduate students,
and researchers working in the fields of language, classroom
discourse, social justice, and critical pedagogies, as well as
teacher educators and professional development leaders who work
with classroom teachers.
Acknowledging teacher and student dialogue as key to student
development, this volume takes a critical perspective on notions of
classroom participation, extending previous scholarship to
illustrate how critical, dialogic pedagogies can promote equity and
inclusivity. In proposing and outlining the parameters of "critical
dialogic education," the contributors to this volume document and
discuss examples of classroom discourse practices that challenge
the monolithic and uncritical discourse practices that
traditionally silence minoritized students. Chapters draw on a
range of empirical studies and present multimodal data to consider
aspects of teacher education; classroom environments; and
curricular innovations which promote critical and dialogical
student interaction, civic engagement, and linguistic versatility.
This book will be of interest to scholars, postgraduate students,
and researchers working in the fields of language, classroom
discourse, social justice, and critical pedagogies, as well as
teacher educators and professional development leaders who work
with classroom teachers.
This highly regarded program takes reasonably fluent native
speakers of Spanish and turns them into competent native "readers"
and "writers" of Spanish. Using a flexible format that enables
instructors to select the material that best corresponds to the
needs of their particular class, "Espanol escrito" features 20
chapters, ranging from elementary to advanced, which offer
something for students of all levels. Rich in language-development
activities supported by carefully selected readings and specially
crafted developmental exercises, it offers full developmental
sequences in reading, orthography, writing, and grammar. Can be
used over two semesters/three terms for all freshman/sophomore
level courses in Spanish for Native Speakers..
This book is about bilingual young people who have been selected by
their families to carry out the hard work of interpreting and
translating to mediate communication between themselves and the
outside world--between minority and majority communities. It
examines the experiences of these young interpreters and the skills
they develop in order to fulfill this role.
The authors' purpose in this volume is to contribute to extending
current definitions of "gifted" and "talented, " by proposing and
offering evidence that the young people who are selected to serve
as family interpreters perform at remarkably high levels of
accomplishment when compared with others of their age, experience,
and environment, and should thus clearly be included in the 1993
U.S. federal definition of giftedness.
They maintain that not only are these capabilities currently
overlooked by existing assessment procedures, but also that there
is little understanding of the ways in which the unique talents of
young interpreters might be nurtured and developed in academic
settings.
A strong case is made that in order for such students to be
identified as gifted on the basis of their bilingual abilities, the
field of gifted and talented education must embrace the concept
that bilingualism is a strength. The field must also make
developing bilingualism a focus of programs designed to meet the
needs of the increasingly multilingual student population in the
United States.
The research this book reports--part of a larger five-year study
of giftedness through linguistic and cultural lenses, funded by
OERI through the National Research Center on the Gifted and
Talented--was conducted by researchers whose background is very
much outside the field of gifted education. Rather, their focus is
on language, working within the traditions of qualitative
sociolinguistics. Thus, this book offers a unique approach to the
exploration of giftedness. It asks researchers and practitioners
ordinarily accustomed to working with quantitative data to examine
and make sense of detailed and rich analyses of students'
linguistic performance, and argues that it is only by understanding
the challenges of such bilingual interactions that the field of
gifted and talented education can expand and reframe its vision of
giftedness.
Heritage language (HL) learning and teaching presents particularly
difficult challenges. Melding cutting-edge research with
innovations in teaching practice, the contributors in this volume
provide practical knowledge and tools that introduce new solutions
informed by linguistic, sociolinguistic, and educational research
on heritage learners. Scholars address new perspectives and
orientations on designing HL programs, assessing progress and
proficiency, transferring research knowledge into classroom
practice, and the essential question of how to define a heritage
learner. Articles offer analysis and answers on multiple languages,
and the result is a unique and essential text-the only
comprehensive guide for heritage language learning based on the
latest theory and research with suggestions for the classroom.
This book documents ongoing language shift to English among Latino
professionals in California 67% of which studied Spanish formally
in high school and 54% of which studied Spanish in college. Taking
into account the recommendations about the teaching of Spanish as a
heritage language made by these professionals, the book then
describes current instructional practices used in the teaching of
Spanish as an academic subject at the high school and university
levels to "heritage" language students who, although educated
entirely in English, acquired Spanish at home as their first
language. The suggestions made by the Professionals concentrated
almost exclusively on Spanish language maintenance (e.g., making
cultural/historical connections; showing relevance and significance
of language to students' lives, teaching other subjects in Spanish,
teaching legal, medical, business terms in Spanish). The study of
goals currently guiding instruction for heritage speakers of
Spanish at both the high school and the college levels, on the
other hand, raise questions about the potential contribution of
educational institutions to the maintenance and retention of
Spanish among the current Spanish-speaking population of
California.
Although they are among the most important sources of the history
of the American Southwest, the lives of ordinary immigrants from
Mexico have rarely been recorded. Educated and hardworking, Luis G.
Gomez came to Texas from Mexico as a young man in the mid-1880s. He
made his way around much of South Texas, finding work on the
railroad and in other businesses, observing the people and ways of
the region and committing them to memory for later transcription.
From the moment he crossed the Rio Grande at Matamoros-Brownsville,
Gomez sought his fortune in a series of contracting operations that
created the infrastructure to help develop the Texas
economy-clearing land, cutting wood, building roads, laying track,
constructing bridges, and quarrying rock. Gomez describes Mexican
customs in the United States, such as courtship and marriage,
relations with Anglo employers, religious practices, and the simple
home gatherings that sustained those Mexican Texans who settled in
urban areas like Houston, isolated from predominantly Mexican South
Texas. Few of the 150,000 immigrants in the last half of the
nineteenth century left written records of their experiences, but
Gomez wrote his memoir and had it privately published in Spanish in
1935. Crossing the Rio Grande presents an English edition of that
memoir, translated by the author's grandson, Guadalupe Valdez Jr.,
with assistance from Javier Villarreal, a professor of Spanish at
Texas A&M University-Corpus Christi. An introduction by Thomas
H. Kreneck explainss the book's value to scholarship and describes
what has been learned of the publication history of the original
Spanish-language volume. Valdez's comments provide a lucid and
engaging picture of his grandfather's later life and his
gentlemanly character. This charming little volume provides a
valuable account of a relatively undocumented period in Mexican
Texans' history. Almost unknown to those outside his family, this
narrative has now been "recovered," edited by Valdez and Kreneck,
and made available to a wider, interested public. Guadalupe Valdez
Jr., who translated the Spanish original, is the grandson of Luis
Gomez.Thomas H. Kreneck is the associate director for Special
Collections and Archives and graduate lecturer in public history at
Texas A&M University-Corpus Christi
Heritage language (HL) learning and teaching presents particularly
difficult challenges. Melding cutting-edge research with
innovations in teaching practice, the contributors in this volume
provide practical knowledge and tools that introduce new solutions
informed by linguistic, sociolinguistic, and educational research
on heritage learners. Scholars address new perspectives and
orientations on designing HL programs, assessing progress and
proficiency, transferring research knowledge into classroom
practice, and the essential question of how to define a heritage
learner. Articles offer analysis and answers on multiple languages,
and the result is a unique and essential text-the only
comprehensive guide for heritage language learning based on the
latest theory and research with suggestions for the classroom.
This timely and incisive book examines the ways in which English
language proficiencies develop in newly arrived immigrant students.
Beginning by describing the challenges faced by children who
currently attend segregated schools in many parts of the country,
the authors offer a detailed account of the developing English
language proficiencies of K-3 children from one after-school
intervention program. Using the experiences of these children as a
lens, the authors debunk commonly held views of young children as
rapid and effortless learners of new languages. Essential reading
for classroom teachers, students, researchers, and policymakers,
this authoritative book: Offers principles for designing an
integrated practice for educating English language learners.
Describes interactions between volunteer "English Buddies" and ELL
children to highlight ways in which children begin to comprehend
and produce English. Includes examples of materials and activities
that can be used with young ELL children to engage them in
new-language interactions. Analyzes the effectiveness of current
practices designed to accelerate the second language acquisition
process.
This book is about bilingual young people who have been selected by
their families to carry out the hard work of interpreting and
translating to mediate communication between themselves and the
outside world--between minority and majority communities. It
examines the experiences of these young interpreters and the skills
they develop in order to fulfill this role.
The authors' purpose in this volume is to contribute to extending
current definitions of "gifted" and "talented, " by proposing and
offering evidence that the young people who are selected to serve
as family interpreters perform at remarkably high levels of
accomplishment when compared with others of their age, experience,
and environment, and should thus clearly be included in the 1993
U.S. federal definition of giftedness.
They maintain that not only are these capabilities currently
overlooked by existing assessment procedures, but also that there
is little understanding of the ways in which the unique talents of
young interpreters might be nurtured and developed in academic
settings.
A strong case is made that in order for such students to be
identified as gifted on the basis of their bilingual abilities, the
field of gifted and talented education must embrace the concept
that bilingualism is a strength. The field must also make
developing bilingualism a focus of programs designed to meet the
needs of the increasingly multilingual student population in the
United States.
The research this book reports--part of a larger five-year study
of giftedness through linguistic and cultural lenses, funded by
OERI through the National Research Center on the Gifted and
Talented--was conducted by researchers whose background is very
much outside the field of gifted education. Rather, their focus is
on language, working within the traditions of qualitative
sociolinguistics. Thus, this book offers a unique approach to the
exploration of giftedness. It asks researchers and practitioners
ordinarily accustomed to working with quantitative data to examine
and make sense of detailed and rich analyses of students'
linguistic performance, and argues that it is only by understanding
the challenges of such bilingual interactions that the field of
gifted and talented education can expand and reframe its vision of
giftedness.
Focusing on the lives and experiences of four Mexican children in
an American middle school, the critically acclaimed author of Con
Respeto examines both the policy and the instructional dilemmas
that surround the English language education of immigrant children
in this country. Using samples and analysis of the children's oral
and written language as well as an examination of their classrooms,
school, and community, this book addresses the difficulties
surrounding the teaching and learning of English for second
language learners. This comprehensive volume discusses: * classroom
activities * the amount of time it takes to ""learn"" English * how
English language learning affects learning in other areas * the
consequences of linguistic isolation * how ESL students are tested
It also presents exclusive data on academic English development at
various stages in a two-year process that raise important questions
about current ESL teaching policies.
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