Foundations of Dual Language Instruction, The

Description

Pre- and in-service teachers get a practical yet comprehensive overview of social, political, historical, and educational issues related to teaching second language learners, with a special focus on English language learners.

 

Along with a sound foundation that includes sections on the history and legal underpinnings of schooling in two languages, language policy in the U.S. and around the world, and considerations of changing demographics and implications for educators the author provides descriptions of effective programs and instructional strategies that can be used in the classroom, and addresses the dynamics of culture in schooling. The 6th Edition features a reorganisation that starts with considerations of political and policy issues, setting the context for the discussion of programs and instruction that follows and includes updated references, an expanded section on assessment and recent developments in standards-based assessment, and a new section in each chapter highlighting web and media resources.

Judith Lessow-Hurley is a professor in the Elementary Education Department at San Jose State University. Her areas of expertise are bilingual and multicultural education. She works primarily with pre-service teachers, most of whom teach significant numbers of second language learners from linguistically and culturally diverse backgrounds. Professor Lessow-Hurley has worked with professional educators across the country and internationally. Along with her expertise in the education of English language learners, she has studied religious diversity in the context of First Amendment protections for religious freedoms in a pluralist democracy. She is also the author of Meeting the Needs of Second Language Learners (ASCD, 2002).

Chapter 1 — National Unity and Diversity and the Languages We Speak

Introduction

Key Questions

Changing Demographics

Immigration

Immigration: A Historical Perspective

Other Demographic Factors

Implications for Teachers

A Changing National Narrative

Unity, Diversity and Language

Language Parochialism

Language Elitism

Language Restrictionism

Implications for Schooling

Restrictions on Bilingual Programs

Outcomes

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 2 — Historical and International Perspectives on Language Education

Introduction

Key Questions

Historical Perspectives

The Ancient World

The Modern World

Dual Language Instruction in the United States: A History

The Nineteenth Century

The Twentieth Century

Multilingualism in the U.S.: Looking Forward

Language Planning, Language Policy and Schooling

Language Suppression

Language Revitalization

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 3 — Aspects of Language

Introduction

Key Questions

The Study of Language

What Is Language?

Subsystems of Language

The Phonological System

The Morphological System

Syntax

Semantics

Pragmatics

Other Aspects of Communication

Implications for Teachers

Language Attitudes

Are Some Languages Better Than Others?

Are Some Languages More Expressive Than Others?

Language Varieties

Standard

Dialect

Pidgins and Creoles

Register

Is It Slang?

More Than One Language

What Is Bilingualism?

Code-Switching

Bilingualism: A Handicap or a Talent?

The Ebonics Debate

Language Loss

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 4 — Language Development

Introduction

Key Questions

First Language Development: Memorizing or Hypothesizing?

Rule Finding

First language Development and Comprehensible Input

Child-Directed Speech

The Social and Cultural Contexts of Language Acquisition

Input Modification

Order of Acquisition

Children as Sociolinguists

Second Language Acquisition

The Effect of Age

The Effect of Personality

The Social Factors

Integrative Models of Second Language Acquisition

The Acquisition-Learning Distinction

Language Learners and Language Speakers Interact

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 5 — Dual Language Program Models

Introduction

Key Questions

What Is a Program Model?

Transitional Program Models

What Is the Goal of a Transitional Program?

Transitional Programs: A Lot Better Than Nothing

Maintenance and Enrichment Programs

Immersion Programs

The Results of Immersion: The Canadian Experience

Immersion Programs in the United States

Dual Language Instruction in Private Schools

Bilingual Teachers

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 6 — Primary Language Instruction for English Learners

Introduction

A Rationale for Primary Language Instruction

Transfer of Concepts and Skills

How Does Transfer Work?

Primary Language Development and Second Language Acquisition

Students Need to Develop CALP

Effects of Bilingualism on Achievement

Primary Language Instruction and Self-Concept

Overall, What Does the Research Indicate?

If Primary Language Instruction, Then How?

Separation of Languages

Concurrent Translation

Preview-Review

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 7 — Second Language Instruction

Introduction

Key Questions

A Note About Terminology

Early Viewpoints on Second Language Instruction

The Search for Alternative Approaches

Modern Approaches to Second Language Instruction

The Audiolingual Approach

Other Recent Approaches

Modifying Instruction for Second Language Learners

Academic Language

Linking Language to Content: A Rationale

Linking Language to Content: How?

Sheltered Instruction Observation Protocol (SIOP)

Literacy and Biliteracy

What is Literacy?

Biliteracy

How Can Teachers Support Biliteracy?

Literacy and the Second Language Learner

How Can Schools Promote Biliteracy?

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 8 — Assessment and English Learners

Introduction

Testing Second Language Learners: General Issues

Reliability

Validity

Content Bias

Can You Eliminate Content Bias Using Translation?

Construct Bias

Procedure

Norming

Language Proficiency

What is Language Proficiency?

Models of Language Proficiency

Academic Language Proficiency

How is Language Proficiency Assessed?

Standards-based Language Proficiency Assessment

The Need for Multidimensional Approaches to Assessment

Standardized Achievement Testing

Diagnostic Testing for Placement in Special Programs

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 9 — Legal Foundations of Dual Language Instruction

Introduction

Key Questions

The Historical Context for Dual Language Instruction: World War II and Beyond

World War II and Foreign Language Instruction

World War II and Civil Rights

Brown v. the Board of Education (1954)

Who Governs Education?

Federal Involvement in Education

The Bilingual Education Act (Title VII)

Discretionary Funding

Title VII and Policy

Lau v.Nichols (1974)

Interpretation of Lau

Effects of Lau

Equal Educational Opportunities Act of 1974

No Child Left Behind

NCLB Funding

NCLB Pros and Cons

State Laws Regarding Bilingual Education

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 10 — Aspects of Culture

Introduction

What Is Culture?

What Are the Key Characteristics of Culture?

Culture is Dynamic

Culture is Creative

Culture is Continuous

Culture is Learned

Culture is Shared

Culture is a Struggle for Survival

How Is Culture Manifested?

Clothing and Decoration

Housing

Time Orientation

Spatial Orientation

Culture and Language

What is Multicultural Education?

What is the Connection Between Bilingual Education and Multicultural Education?

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

Chapter 11 — Culture, Schooling and Achievement

Introduction

Key Questions

Explaining the Achievement Gap: Four Approaches

Genetic Inferiority

Cultural Deficit

Cultural Mismatch

Contextual Interaction

Status, Power and School Success

Contextual Interaction as a Solution to Differential Achievement

What Teachers Can Do

Summary

Questions to Think About and Discuss

Activities

Suggestions for Further Reading

Web and Media Resources

 

The Sixth Edition includes updated references, an expanded section on assessment and recent developments in standards-based assessment, and a new section in each chapter highlighting web and media resources. A new reorganization begins the book with considerations of political and policy issues that set context for the discussion of programs and instruction that follow.

 

Readers get better coverage of the needs of L2 learners through a new chapter reorganization that sets context.

 

A better focus for readers is accomplished through key questions at the beginning of each chapter that frame the book in terms of learning objectives.

 

Readers get the most up-to-date information available through updated references and research presented in every chapter.

 

Familiarity with Sheltered Instruction Observation Protocol (SIOP) and how it is used in classrooms to support effective instruction for L2 learners is enhanced for readers through the updated information in Chapter 7 on program models and instructional strategies, with particular emphasis on SIOP.

 

Links to sources of up-to-date information are plentiful in each chapter through the addition of web and media resources.

 

Pre-service teachers are familiarized with current developments with information on World-Class Instructional Design and Assessment standards (WIDA) and new consortia that are focusing on proficiency testing (Chapter 8).

 

Teachers are introduced to the social and structural dimensions of the achievement gap and learn how they can foster student success through expanded understanding and reflections on their roles.

The Foundations of Dual Language Instruction is a practical, comprehensive, objective look at dual language instruction and the social, political, historical, and educational issues of teaching second language learners in today’s diverse classrooms. With its emphasis on English language learners, the book provides descriptions of effective programs and instructional strategies that can be used in the classroom, and includes sections on the history and legal underpinnings of schooling in two languages, language policy in the U.S. and around the world, considerations of changing demographics and implications for educators, and the dynamics of culture in schooling.

Students see how theory relates to practice in the In Your Classroom feature that provides suggestion for uses in K-12 classrooms.

 

Students see how language defines cultural and personal identity—and the need for empowering English language learners through primary language instruction— through the text’s emphasis on the role of language in culture.

 

Government policies and legislation are covered in a manner that shows students how they relate the issues to today’s classrooms in Chapter 9, “Legal Foundations of Dual Language Instruction.”

 

The implications of No Child Left Behind on the instruction of second language learners is included to update students on the impact of this important law.

 

Readers have numerous opportunities for reinforcement of the concepts and ideas through a number of outstanding features and pedagogical aids:

·         Discussion questions and critical thinking activities at the end of each chapter help students confront their own stereotypes.

·         Thought-provoking illustrative material makes theoretical assumptions more accessible.

·         Annotated bibliographies and an end-of-book Appendix on Technology Resources give students access to material beyond the scope of the book.

The Foundations of Dual Language Instruction is a practical, comprehensive, objective look at dual language instruction and the social, political, historical, and educational issues of teaching second language learners in today’s diverse classrooms. With its emphasis on English language learners, the book provides descriptions of effective programs and instructional strategies that can be used in the classroom. Included are sections on the history and legal underpinnings of schooling in two languages, language policy in the U.S. and around the world, considerations of changing demographics and implications for educators, and the dynamics of culture in schooling.

 

In this new, reorganized Sixth Edition . . .  

 

Updated information in Chapter 7, “Second Language Instruction,” presents program models and instructional strategies to fully familiarize readers with Sheltered Instruction Observation Protocol (SIOP) and how it is used in classrooms to support effective instruction for L2 learners.

 

Readers are familiarized with the important developments in World-Class Instructional Design and Assessment standards (WIDA) and new consortia that are focusing on proficiency testing (Chapter 8).

 

Teachers see how to close the achievement gap through expanded information and reflections on their roles.

 

Key questions at the beginning of each chapter provide a better focus for readers.

 

Updated references and research ensures that readers get the most up-to-date information available.

  

Links to sources of up-to-date information are plentiful in each chapter through the addition of web and media resources.