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Abstract
Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.
The continua model is a valuable tool for researchers, educational practitioners and policy makers who are committed to pursuing just language policies.
Benedicta Egbo
The volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume ‘framed’ by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword.
Joseph Lo Bianco
The value of this model is demonstrated in this book.
David I Hanauer
Dr Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes and has published widely in sociolinguistics, language planning, bilingualism and biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States and internationally.
This varied collection provides a valuable resource for those who have a professional concern with literacy, including researchers, classroom teachers, and administrators who must make language and instructional programs choices that speak both to theoretical and practical instructional concerns.
Jenny Cook-Gumperz
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Contents | v | ||
Foreword | vii | ||
Introduction | xii | ||
Acknowledgments | xxiv | ||
About the Authors | xxv | ||
Part 1: Continua of Biliteracy | 1 | ||
Chapter 1 Continua of Biliteracy | 3 | ||
Chapter 2 Revisiting the Continua of Biliteracy: International and Critical Perspectives | 35 | ||
Part 2: Language Planning | 69 | ||
Chapter 3 Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum | 71 | ||
Chapter 4 A Luta Continua!1: The Relevance of the Continua of Biliteracy to South African Multilingual Schools | 91 | ||
Chapter 5 Searching for a Comprehensive Rationale for Two-way Immersion | 122 | ||
Part 3: Learners’ Identities | 145 | ||
Chapter 6 Language Education Planning and Policy in Middle America: Students’ Voices | 147 | ||
Chapter 7 Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential | 166 | ||
Chapter 8 To Correct or Not to Correct Bilingual Students’ Errors is a Question of Continua-ing Reimagination | 187 | ||
Part 4: Empowering Teachers | 205 | ||
Chapter 9 Biliteracy Teacher Education in the US Southwest | 207 | ||
Chapter 10 Content in Rural ESL Programs: Whose Agendas for Biliteracy are Being Served? | 232 | ||
Chapter 11 Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations | 248 | ||
Part 5: Sites and Worlds | 267 | ||
Chapter 12 When MT is L2: The Korean Church School as a Context for Cultural Identity | 269 | ||
Chapter 13 ‘Be Quick of Eye and Slow of Tongue’: An Analysis of Two Bilingual Schools in New Delhi | 291 | ||
Part 6 Conclusion | 313 | ||
Chapter 14 Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach | 315 | ||
Afterword | 340 | ||
Index | 363 |