A volume in Research in Bilingual Education Series Editor: Liliana Minaya-Rowe, University of Connecticut This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: ] Historical, Legal and Political Foundations of Bilingual/ESL Education ] Linguistic and Sociocultural Issues in ESL/EFL Education ] Educational Reform and English Language Teaching ] Effectively Teaching Bilingual/ESL/EFL Students This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues.

The purpose of this volume is to examine the roles that formal and informal education play in learning about Jewish life, culture and history, including the Holocaust, in Poland. The volume provides background on broad concepts such as culture, identity, and stereotypes, as well as on specific topics such as Holocaust education as curriculum, various types of educational institutions, and the connection of the arts and cultural festivals to identity and culture. It also gives a brief overview of Polish history and Jewish history in Poland, as well as providing insight into how the Holocaust and Jewish life and culture are viewed and taught about in contemporary Poland. This background material is supported by essays from Poles who have been active in different ways with the changes that have taken place in Poland since 1989. A young Jewish-Polish man gives insight into what it is like to grow up in contemporary Poland, and a Jewish-Polish woman who was musical director and conductor of the Jewish choir, Tslil, gives her view of learning through the arts. Essays by Polish scholars active in Holocaust education and curriculum design give past, present, and future perspectives of learning about Jewish history and culture.

A volume in Research in Bilingual Education Series Editor: Liliana Minaya-Rowe, University of Connecticut This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: ] Historical, Legal and Political Foundations of Bilingual/ESL Education ] Linguistic and Sociocultural Issues in ESL/EFL Education ] Educational Reform and English Language Teaching ] Effectively Teaching Bilingual/ESL/EFL Students This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues.