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Language in academic settings, also referred to academic language,
has gained attention in the field of second language learning owing
to new understandings of the complexities of language inherent in
learning academic content, and new efforts to assess English
learners' language proficiency in the context of school learning.
The concept of academic language as distinct from social language
has been in the academic literature since the mid-1950s, and
surfaced as a major construct in the field of bilingual education
in the 1980s. Many readers will be familiar with the ideas of BICS
and CALP, first introduced by Jim Cummins in the 1980s. This book
presents a critique of academic language as a separable construct
from social language, and introduces current research efforts to
understand how English learners interact, interpret, and show
understanding of language in academic contexts in ways that
re-think and go beyond the distinction between social and academic
language. The book is organized into three main sections, each with
a range of chapters that consider how academic language plays into
how children and youth learn academic content as emergent bilingual
students in school settings. A Foreward and Afterward offer
commentary on the book and its contents. The intended audience for
this book is graduate students, teacher educators, and researchers
interested in issues of language and content learning for English
learners, the new mainstream of schools across the nation. There is
something for a wide range of readers and students of second
language acquisition in this volume.
In the last 20 years dual language education programs have
increased in number and expanded in range. Whereas once they were
predominantly focused at the elementary level, they now span from
pre-K through to high school. This book examines the key attributes
of successful dual language programs, as well as the challenges and
opportunities involved in extending the dual language instructional
model to pre-K and secondary settings. Chapter authors, who are
themselves both researchers and practitioners, explore the latest
research and policy implications for implementation of dual
language in three different contexts; within a school, a dual
language school and a dual language district. This book will be of
interest to teachers, teacher educators, professional development
specialists, policymakers, administrators, and researchers.
In the last 20 years dual language education programs have
increased in number and expanded in range. Whereas once they were
predominantly focused at the elementary level, they now span from
pre-K through to high school. This book examines the key attributes
of successful dual language programs, as well as the challenges and
opportunities involved in extending the dual language instructional
model to pre-K and secondary settings. Chapter authors, who are
themselves both researchers and practitioners, explore the latest
research and policy implications for implementation of dual
language in three different contexts; within a school, a dual
language school and a dual language district. This book will be of
interest to teachers, teacher educators, professional development
specialists, policymakers, administrators, and researchers.
This volume is a unique contribution to the study of language
policy and education for English Learners because it focuses on the
decade long implementation of "English Only" in Arizona. How this
policy influences teacher preparation and classroom practice is the
central topic of this volume. Scholars and researchers present
their latest findings and concerns regarding the impact that a
restrictive language policy has on critical areas for English
Learners and diverse students. If a student's language is
sanctioned, do they feel welcome in the classroom? If teachers are
only taught about subtractive language policy, will they be able to
be tolerant of linguistic diversity in their classrooms? The
implications of the chapters suggest that Arizona's version of
Structured English Immersion may actually limit English Learners'
access to English.
Language in academic settings, also referred to academic language,
has gained attention in the field of second language learning owing
to new understandings of the complexities of language inherent in
learning academic content, and new efforts to assess English
learners' language proficiency in the context of school learning.
The concept of academic language as distinct from social language
has been in the academic literature since the mid-1950s, and
surfaced as a major construct in the field of bilingual education
in the 1980s. Many readers will be familiar with the ideas of BICS
and CALP, first introduced by Jim Cummins in the 1980s. This book
presents a critique of academic language as a separable construct
from social language, and introduces current research efforts to
understand how English learners interact, interpret, and show
understanding of language in academic contexts in ways that
re-think and go beyond the distinction between social and academic
language. The book is organized into three main sections, each with
a range of chapters that consider how academic language plays into
how children and youth learn academic content as emergent bilingual
students in school settings. A Foreward and Afterward offer
commentary on the book and its contents. The intended audience for
this book is graduate students, teacher educators, and researchers
interested in issues of language and content learning for English
learners, the new mainstream of schools across the nation. There is
something for a wide range of readers and students of second
language acquisition in this volume.
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