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On Becoming Bilingual: Children's Experiences across Homes,
Schools, and Communities provides a theoretical and methodological
introduction to research on children's participation in and across
a multiplicity of activities where they display complex linguistic
and sociocultural knowledge. From a perspective that engages
intersections of language, race, and class, the book reviews
foundational and recent studies highlighting innovations, trends,
and future directions for research. The book offers a helpful set
of resources, including guiding questions at the start of each
chapter, links to online and bibliographic sources, discussion
questions and activities, and a glossary of key terms. This book is
intended for scholars and students in language-oriented fields of
study who are interested in learning about how bilingual children
engage with, negotiate, and transform their social worlds.
On Becoming Bilingual: Children's Experiences across Homes,
Schools, and Communities provides a theoretical and methodological
introduction to research on children's participation in and across
a multiplicity of activities where they display complex linguistic
and sociocultural knowledge. From a perspective that engages
intersections of language, race, and class, the book reviews
foundational and recent studies highlighting innovations, trends,
and future directions for research. The book offers a helpful set
of resources, including guiding questions at the start of each
chapter, links to online and bibliographic sources, discussion
questions and activities, and a glossary of key terms. This book is
intended for scholars and students in language-oriented fields of
study who are interested in learning about how bilingual children
engage with, negotiate, and transform their social worlds.
With the American dream progressively elusive for and exclusive of
Latinos, there is an urgent need for empirically and conceptually
based macro-level policy solutions for Latino education. Going
beyond just exposing educational inequalities, this volume provides
intelligent and pragmatic research-based policy directions and
tools for change for U.S. Latino Education and other multicultural
contexts. U.S. Latinos and Education Policy is organized round
three themes: education as both product and process of social and
historical events and practices; the experiences of young
immigrants in schools in both U.S. and international settings and
policy approaches to address their needs; and situated perspectives
on learning among immigrant students across school, home, and
community. With contributions from leading scholars, including Luis
Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela
Valenzuela, Alejandro Portes and Barbara Flores, this volume
enhances existing discussions by showcasing how researchers working
both within and in collaboration with Latino communities have
employed multiple analytic frameworks; illustrating how current
scholarship and culturally oriented theory can serve
equity-oriented practice; and, focusing attention on ethnicity in
context and in relation to the interaction of developmental and
cultural factors. The theoretical and methodological perspectives
integrate praxis research from multiple disciplines and apply this
research directly to policy.
With the American dream progressively elusive for and exclusive of
Latinos, there is an urgent need for empirically and conceptually
based macro-level policy solutions for Latino education. Going
beyond just exposing educational inequalities, this volume provides
intelligent and pragmatic research-based policy directions and
tools for change for U.S. Latino Education and other multicultural
contexts. U.S. Latinos and Education Policy is organized round
three themes: education as both product and process of social and
historical events and practices; the experiences of young
immigrants in schools in both U.S. and international settings and
policy approaches to address their needs; and situated perspectives
on learning among immigrant students across school, home, and
community. With contributions from leading scholars, including Luis
Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela
Valenzuela, Alejandro Portes and Barbara Flores, this volume
enhances existing discussions by showcasing how researchers working
both within and in collaboration with Latino communities have
employed multiple analytic frameworks; illustrating how current
scholarship and culturally oriented theory can serve
equity-oriented practice; and, focusing attention on ethnicity in
context and in relation to the interaction of developmental and
cultural factors. The theoretical and methodological perspectives
integrate praxis research from multiple disciplines and apply this
research directly to policy.
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