Authors: Nancy H. Hornberger
ISBN-13: 9781853596544, ISBN-10: 185359654X
Format: Paperback
Publisher: Channel View Publications Limited
Date Published: May 2003
Edition: 1st Edition
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.
Hornberger (education, U. of Pennsylvania) has coined the word "biliteracy" to represent the synthesis of findings from bilingualism and literacy. She presents 16 chapters, the majority penned by herself and current or past students, that explore issues of biliteracy in education, including such aspects as policy, curriculum, teacher and staff professional development, classroom interaction, student assessment, and program evaluation. All of the work is based on a theoretical framework developed by Hornberger, in which the development of biliteracy is depicted along intersecting first language-second language, receptive-productive, and oral-written language skills continua. Distributed in the US by UTP Distribution. Annotation ©2003 Book News, Inc., Portland, OR
Foreword | ||
Introduction | ||
Acknowledgments | ||
About the Authors | ||
1 | Continua of Biliteracy | 3 |
2 | Revisiting the Continua of Biliteracy: International and Critical Perspectives | 35 |
3 | Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum | 71 |
4 | A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools | 91 |
5 | Searching for a Comprehensive Rationale for Two-way Immersion | 122 |
6 | Language Education Planning and Policy in Middle America: Students' Voices | 147 |
7 | Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential | 166 |
8 | To Correct or Not to Correct Bilingual Students' Errors is a Question of Continua-ing Reimagination | 187 |
9 | Biliteracy Teacher Education in the US Southwest | 207 |
10 | Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served? | 232 |
11 | Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations | 248 |
12 | When MT is L2: The Korean Church School as a Context for Cultural Identity | 269 |
13 | 'Be Quick of Eye and Slow of Tongue': An Analysis of Two Bilingual Schools in New Delhi | 291 |
14 | Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach | 315 |
Afterword | 340 | |
Index | 363 |