دانلود کتاب Encyclopedia of Bilingual Education

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Cover Page......Page 1
Editorial Board......Page 3
Title Page......Page 4
ISBN 1412937205......Page 5
Contents......Page 6
List of Entries......Page 7
Instructional Designs......Page 12
People and Organizations......Page 13
Policy Evolution......Page 14
Teaching and Learning......Page 15
About the Editor......Page 16
Contributors......Page 17
Design of the Project......Page 22
Nature of the Work......Page 23
Acknowledgments......Page 24
Background......Page 25
The Text......Page 26
Implications for Bilingual Education......Page 27
Accents and Power Relations......Page 28
Accents and Education......Page 29
ACCOMMODATION THEORY, SECOND-LANGUAGE......Page 30
Convergence and Divergence......Page 31
ACCULTURATION......Page 32
Background and History......Page 34
Title VII and Subtractive Bilingual Instruction......Page 35
Dual-Language (Additive) Orientation......Page 36
AFFECTIVE DIMENSION OF BILINGUALISM......Page 37
Language, Culture, and the Self......Page 38
Translation and Emotional Experience......Page 39
Conclusion......Page 40
The Monitor Model......Page 41
Influences on the Affective Filter......Page 42
AFFIRMATIVE STEPS TO ENGLISH......Page 43
Parents File Suit Against the Schools......Page 44
Plaintiffs Appeal Their Case......Page 45
Implementing the Policy Change......Page 46
ALATIS, JAMES E. (1926– )......Page 47
AMENDMENT 31 (COLORADO)......Page 48
Opponents’ Responses......Page 49
Funding the Campaigns......Page 50
The Vote and Its Impact......Page 51
Resistance and Conflict......Page 52
Tensions in the Americanization Process......Page 53
Formal Education and Bicultural Children......Page 54
Diversity, Complexity, and Assimilation Pathways......Page 55
Social and Historical Context......Page 56
The Nativists and Schooling......Page 57
Americanizers and Schooling......Page 58
Cultural Pluralism and Schooling......Page 59
The Americanization Movement: 1914–1925......Page 60
Resilience and Difference......Page 61
ANDERSSON, THEODORE (1903–1994)......Page 62
ASPIRA CONSENT DECREE......Page 63
A Limited Mandate......Page 64
Impact of the Aspira Consent Decree......Page 65
ASSIMILATION......Page 66
ATTITUDES TOWARD LANGUAGE DIVERSITY......Page 68
Influences Shaping Responses to Language Diversity......Page 69
Foundations and Objectives......Page 71
Critique and Current Trends......Page 72
BAKER, COLIN (1949– )......Page 75
BENEFITS OF BILINGUALISM AND HERITAGE LANGUAGES......Page 77
The Promise of Maintenance Programs......Page 78
Heritage Languages and Societal Needs......Page 79
BENNETT, WILLIAM J. (1943– )......Page 81
BERNAL, JOE J. (1927– )......Page 82
BEST ENGLISH TO LEARN......Page 83
Varieties of English in the Classroom......Page 84
BICS/CALP THEORY......Page 86
Criticisms......Page 87
SLIC: An Alternative View......Page 88
Societal Biculturalism......Page 89
Dual Frame of Reference......Page 90
BILINGUAL CHARTER SCHOOLS......Page 91
Conclusion......Page 93
B BILINGUAL EDUCATION AS LANGUAGE POLICY......Page 94
Types of Bilingual Education Policies......Page 95
Bilingual Education Policy and Societal Aims......Page 97
Beyond Deficit-Based Bilingual Education Language Policies......Page 98
Media and the Construction of Social Norms......Page 99
Media Images of Bilingual Education......Page 100
The Role of Editorial Choices......Page 101
BILINGUALISM IN HOLISTIC PERSPECTIVE......Page 102
Research Findings......Page 103
Code Switching......Page 104
Individual Versus Societal Bilingualism......Page 105
Fishman’s Graded Intergenerational Disruption Scale for Threatened Languages......Page 106
Historical Background......Page 109
Paraeducator-to-Teacher Programs......Page 110
BILINGUAL SPECIAL EDUCATION......Page 111
Legal Background......Page 112
Assessment and Identification......Page 113
Curriculum, Planning, and Instructional Considerations......Page 114
Family and Community Participation......Page 115
History of Bilingual Teacher Licensure......Page 117
Three-Tiered Approach to ELL Teacher Licensure......Page 118
The California Model......Page 122
Conclusion......Page 123
Foundation of the Boarding School Movement......Page 124
Criticism and Reform......Page 125
Recent Studies and Current Issues......Page 126
BOURNE, RANDOLPH S. (1886–1918)......Page 127
BRAIN RESEARCH......Page 128
Magnetic Resonance Imaging (MRI)......Page 129
Event-Related Potentials (ERP)......Page 130
CANADIAN AND U.S. LANGUAGE POLICIES......Page 133
CÁRDENAS, JOSÉ A. (1930– )......Page 136
CASTAÑEDA THREE-PART TEST......Page 137
OCR’s Interpretation of the Three-Part Test......Page 138
Monitoring Compliance......Page 139
CASTRO FEINBERG, ROSA (1939– )......Page 140
Early Years......Page 141
Setting Guidelines for Bilingual Education......Page 142
CENTER FOR APPLIED LINGUISTICS, RECENT FOCUS......Page 144
Research......Page 145
Two-Way Immersion Education (TWI)......Page 146
CHACÓN-MOSCONE LEGISLATION......Page 147
Chacón-Moscone Bill of 1976......Page 148
Attack on Chacón-Moscone......Page 149
CHÁVEZ, LINDA (1947– )......Page 151
CHINESE IN THE UNITED STATES......Page 152
CHINESE LANGUAGE STUDY, PROSPECTS......Page 154
Educational System Stakeholders......Page 155
Bilingual Education Within the Chinese Language Field......Page 156
CHRISTIAN, DONNA (1949– )......Page 157
Title VI and Its Effects......Page 159
LLaauu vv.. NNiicchhoollss and the LLaauu Remedies......Page 160
Other Cases......Page 162
CLASSROOM DISCOURSE......Page 163
Research Findings......Page 164
Importance of Cultural Factors......Page 165
CODE SWITCHING......Page 166
Why Do People Code-Switch?......Page 167
Grammar of Code Switching......Page 168
Psycholinguistics of Code Switching......Page 169
Conclusion......Page 170
COGNATES, TRUE AND FALSE......Page 171
COGNITIVE BENEFITS OF BILINGUALISM......Page 173
Strategies to Enhance Bilinguals’ Cognitive Skills......Page 174
COLLIER, VIRGINIA P. (1941– )......Page 177
Beliefs and Principles......Page 179
Practices and Roles......Page 180
Contributions to Bilingual Education Practice......Page 181
Language Learning and Communities of Practice......Page 182
Bilingual Education as Practice......Page 183
Outside and Inside the Classroom......Page 184
COMPOUND AND COORDINATE BILINGUALISM......Page 185
Problems With the Compound-Coordinate Distinction......Page 186
COMPREHENSIBLE INPUT......Page 187
Sources for Comprehensible Input......Page 188
Situating Comprehensible Input......Page 189
Problems With Comprehensible Input......Page 190
Current Developments......Page 191
CONCURRENT TRANSLATION METHOD......Page 192
CONTAINER THEORY OF LANGUAGE......Page 195
Why the Container Theory Is Misleading......Page 196
What Learning Theory Tells Us......Page 197
Origins and Implications of the Framework......Page 198
Applications for Analysis and Action......Page 199
Future Directions......Page 200
CONTRASTIVE ANALYSIS......Page 201
Development of the Theory......Page 202
Contrastive Analysis Revisited......Page 203
Early Bilingual Education Cost Studies......Page 204
Later Cost Studies of Bilingual Education......Page 205
Conclusion......Page 206
CRAWFORD, JAMES (1949– )......Page 207
CREDENTIALING FOREIGN-TRAINED TEACHERS......Page 209
Challenges in Credentialing Foreign-Trained Teachers......Page 210
Addressing the Challenges......Page 211
Benefits of Credentialing Foreign-Trained Teachers......Page 212
Conclusion......Page 213
CRITICAL LANGUAGES FOR THE UNITED STATES......Page 214
Historical Background......Page 215
Classroom Practice......Page 216
Conclusion......Page 217
Implications for Second-Language Learning......Page 218
Research Studies......Page 219
Directions for Future Research......Page 220
CULTURAL CAPITAL......Page 221
Cultural Capital and Linguistic Capital......Page 222
The Influence of Class and Gender......Page 223
Cultural Deficit Theory......Page 224
Cultural Mismatch Theory......Page 225
CULTURALLY COMPETENT TEACHING......Page 227
Constructivist and Transmission Orientations......Page 228
Conclusion......Page 229
CULTURE SHOCK......Page 230
Psychosocial, Cognitive, and Individual Factors Leading to Culture Shock......Page 231
Teaching Practices to Overcome Culture Shock......Page 233
CUMMINS, JAMES (1949– )......Page 234
Bilingualism Revisited......Page 237
Bilingual Education for the Deaf......Page 238
DE AVILA, EDWARD (1937– )......Page 240
DEFENSE LANGUAGE INSTITUTE......Page 241
DEFICIT-BASED EDUCATION THEORY......Page 242
Underpinnings of Deficit-Based Theory......Page 243
Beyond Deficit-Based Thinking......Page 245
DESIGNATION AND REDESIGNATION OF ENGLISH LANGUAGE LEARNERS......Page 247
Eligibility Requirements for Special Services: Identifying ELLs......Page 248
Ensuring Academic Success of ELLs......Page 249
DISCOURSE ANALYSIS......Page 250
Two Languages, One Classroom......Page 251
When the Language Game Is English......Page 252
DUAL-LANGUAGE PROGRAMS......Page 253
Program Types, Regional Patterns, and Grade Levels......Page 254
Research Findings......Page 255
Issues and Challenges in the Field......Page 256
Background......Page 257
A Lost Promise......Page 261
The Immigrant Experience Then and Now......Page 262
Can Bilingual Education Become a Crutch?......Page 263
How Contrasting Language Features Influence Us......Page 264
Factors Other Than Linguistic Differences......Page 265
Linguistic Distance......Page 266
Ebonics and Linguistics......Page 267
Ebonics and Politics......Page 268
ENCULTURATION......Page 269
ENGLISH, FIRST WORLD LANGUAGE......Page 271
ENGLISH, HOW LONG TO LEARN......Page 273
Acquiring the English Language......Page 274
Additional Considerations: External Variables......Page 275
Conclusion......Page 276
Communicative Language Teaching......Page 277
Whole-Language Approach......Page 278
Cooperative Language Learning......Page 279
ENGLISH FOR THE CHILDREN CAMPAIGN......Page 280
Immersion Programs for English-Speaking Children......Page 283
English Immersion in the United States......Page 284
FL Immersion: A Long-Term, Bilingual Approach......Page 285
An Authentic English Immersion Program......Page 286
Can SEI Programs Be Improved?......Page 287
ENGLISH IN THE WORLD......Page 288
Historical Background......Page 289
Contemporary Activities......Page 290
English-Only in Education: Historical View......Page 291
The Future of English-Only......Page 292
ENGLISH OR CONTENT INSTRUCTION......Page 293
EPSTEIN, NOEL (1938– )......Page 295
EQUAL EDUCATIONAL OPPORTUNITY ACT OF 1974......Page 296
Struggle for Quality Instruction in Recent Decades......Page 298
Struggle for Quality Education Through Bilingual Education......Page 300
Obstacles to Bilingual Education......Page 301
Historical Overview......Page 304
Error Analysis Research......Page 305
Limitations of Error Analysis......Page 306
ESCAMILLA, KATHY (1949– )......Page 307
ESCOBEDO, DEBORAH (1954– )......Page 308
ETHNOCENTRISM......Page 309
Ethnocentrism, Good and Bad......Page 310
Institutional Ethnocentrism......Page 311
EXIT CRITERIA FOR ENGLISH LANGUAGE LEARNER PROGRAMS......Page 312
Exit Criteria and Follow-Up......Page 313
Conclusion......Page 314
Language Policy and Rights......Page 317
Federal Court Cases Affecting Bilingual Education......Page 318
Challenges Facing School Districts and School Communities......Page 321
FERNÁNDEZ, RICARDO (1940– )......Page 322
FIRST-LANGUAGE ACQUISITION......Page 323
Stages of Acquisition......Page 324
Context of Language Acquisition......Page 325
The Biology of Language Acquisition......Page 326
FISHMAN, JOSHUA A. (1926– )......Page 328
The Case......Page 330
Subsequent Motions......Page 334
FOREIGN TEACHERS, IMPORTING See CREDENTIALING FOREIGN-TRAINED TEACHERS......Page 335
Sequential Versus Integrated Approach......Page 336
Critical Literacy Approach......Page 337
GARCÍA, EUGENE E. (1946– )......Page 339
Colonial Through Early Republic Period (1683–1800)......Page 340
Nineteenth Century Through the Civil War (1800–1865)......Page 341
Post–Civil War to Mid-20th Century (1865–1950)......Page 342
German Bilingual Education Since 1950......Page 343
GERMAN LANGUAGE IN U.S. HISTORY......Page 344
Linguistic Intelligence......Page 346
Language Minority Children and Giftedness......Page 347
GÓMEZ, JOEL (1945– )......Page 349
GÓMEZ, SEVERO (1924–2006)......Page 350
GONZÁLEZ, HENRY B. (1916–2000)......Page 351
GONZÁLEZ, JOSUÉ M. (1941– )......Page 352
GRAMMAR-TRANSLATION METHOD......Page 354
New Approaches to Language Learning......Page 355
GUERRERO, ADALBERTO (1929– )......Page 356
HAKUTA, KENJI (1952– )......Page 361
HAUGEN, EINAR (1906–1994)......Page 362
HAYAKAWA, S. I. (1906–1992)......Page 364
HERITAGE LANGUAGE EDUCATION......Page 365
Definitions and Debates......Page 366
Scope of the Field......Page 367
HERITAGE LANGUAGES IN FAMILIES......Page 368
The Hidden Curriculum and the Issue of Equity......Page 371
The Iconoclastic or Populist View......Page 372
Language in the Hidden Curriculum......Page 373
Current Context......Page 374
Effects of High-Stakes Testing on ELLs......Page 375
Conclusion......Page 376
HISPANIC POPULATION GROWTH......Page 377
Historical Background......Page 378
Hispanic Student Population Growth......Page 379
Challenges in the Education of Hispanic Students......Page 380
HOGAN, TIMOTHY M. (1951– )......Page 382
Self and Culture......Page 383
Education Policy and Student Self-Esteem......Page 384
HOME LANGUAGE SURVEY......Page 386
HOME/SCHOOL RELATIONS......Page 387
Parental Support of Language Development......Page 388
Incorporating the Home Culture......Page 389
Schools, Languages, and Parental Involvement......Page 390
HORNBERGER, NANCY (1951– )......Page 391
Socioeconomic Historical Changes......Page 393
Poverty Among Minority Groups......Page 394
Advantages of Bilingual Education Programs......Page 395
The Restrictive Period (1880s–1960s)......Page 396
The Opportunist Period (1960s–1980s)......Page 398
The Dismissive Period (1980s–Present)......Page 399
Conclusion......Page 400
IMPROVING AMERICA’S SCHOOLS ACT OF 1994......Page 401
Education Reform for Language Minority Children Through fiImproving Americas Schoolsfl Ac......Page 403
Need for a New National Education Policy......Page 404
Specific Changes to Title VII......Page 406
Aftermath: From Bilingual Education to English-Only Instruction......Page 407
Reflection on the Effort......Page 409
Status of Native American Languages Today......Page 410
How Native American Languages Are Revitalized......Page 411
Challenges and Future Directions......Page 413
INDIGENOUS LANGUAGES, CURRENT STATUS......Page 415
INDIGENOUS LANGUAGES AS SECOND LANGUAGES......Page 421
Indigenous Language Intervention and Research......Page 422
Indigenous L2s......Page 423
Conclusion......Page 425
INDO-EUROPEAN LANGUAGES......Page 426
INTERLANGUAGE......Page 428
The Basic Processes of Interlanguage......Page 429
The Interlanguage Continuum and Fossilization......Page 430
History of Japanese-Language Schools......Page 431
Conclusion......Page 433
KLOSS, HEINZ (1904–1987)......Page 435
KRASHEN, STEPHEN D. (1941– )......Page 437
Limited-English-Speaking Ability (LESA)......Page 439
English Language Learners (ELLs)......Page 440
LAFONTAINE, HERNÁN (1934– )......Page 441
How the LAD Works......Page 443
Criticisms......Page 444
Defining Identity......Page 445
Language and Identity Related......Page 447
Pedagogical Implications......Page 448
LANGUAGE AND THOUGHT......Page 449
LANGUAGE BROKERING......Page 451
LANGUAGE DEFINED......Page 453
LANGUAGE DOMINANCE......Page 454
Language Dominance and Education......Page 455
Measuring Dominance......Page 456
Change in Direction......Page 457
Implications for Future Policy Directions......Page 458
LANGUAGE EDUCATION POLICY IN GLOBAL PERSPECTIVE......Page 459
Stage II......Page 460
Stage III......Page 461
LANGUAGE EXPERIENCE APPROACH TO READING......Page 462
Foundations......Page 463
LEA and Bilingual Education......Page 464
Language Components and Language Acquisition......Page 466
Conclusion......Page 468
Types of Language Loyalty in U.S. History......Page 469
Examples of Language Loyalty in U.S. History......Page 470
The Case of Spanish......Page 471
Conclusion......Page 472
Where the Language Exists......Page 473
Speakers of the Language......Page 474
Language Use and Persistence......Page 475
Language Policies in Conquest, Colonization, and Nationalism......Page 476
Language Policy and Gatekeeping......Page 477
Theories of Language Registers......Page 479
Variations in Language Use......Page 480
LANGUAGE RESTRICTIONISM......Page 481
Indigenous Peoples......Page 482
Immigrants......Page 483
LANGUAGE REVIVAL AND RENEWAL......Page 485
Factors in Language Revival and Renewal......Page 486
Stage-Based Approaches to Language Revival and Renewal......Page 487
Historical Context......Page 489
Key Court Decisions......Page 490
First-Language Acquisition......Page 494
Second and Written Languages......Page 495
LANGUAGES AND POWER......Page 496
Language and Power in Society......Page 497
Language, Power, and Public Policy......Page 498
Language Maintenance......Page 500
Language Shift in the United States......Page 501
Consequences of Language Shift and Loss......Page 502
LANGUAGES IN COLONIAL SCHOOLS, EASTERN......Page 503
New Sweden......Page 504
Within Diversity, English Predominates......Page 505
LANGUAGES IN COLONIAL SCHOOLS, WESTERN......Page 507
Fusion of Spanish and Native Cultures......Page 508
Academic Curriculum......Page 509
Duplicating the Mission Model in the United States......Page 510
Conclusion......Page 512
LANGUAGE SOCIALIZATION......Page 513
Second-Generation Language Socialization Theory......Page 514
Language Socialization Research......Page 517
Becoming Indigenous: Cultural Plans for Socializing Children......Page 518
Conclusion......Page 520
Language Enrollments in Schools in the 20th Century......Page 521
Enrollment Numbers in Universities and High Schools......Page 522
Conclusion......Page 524
The Importance of Language Attitudes......Page 525
Research on Latino Attitudes Toward English......Page 526
Conclusion......Page 528
LATINO CIVIL RIGHTS MOVEMENT......Page 529
Historical Antecedents and Early Education Struggles......Page 530
Shifting Sentiments Toward Native-Language Instruction......Page 531
Emergence of MMoovviimmiieennttoo Leadership......Page 532
The LLaauu Remedies, 1975......Page 534
Guidance and Policy Memo, 1985......Page 535
Policy Update, 1991......Page 537
LAU V.NICHOLS, SAN FRANCISCO UNIFIED SCHOOL DISTRICT’S RESPONSE......Page 538
The Master Plan......Page 539
Conclusion......Page 540
Fundamental Concepts and Issues......Page 541
Significance of the Decision......Page 542
LEARNING A LANGUAGE, BEST AGE......Page 544
Nature of Language......Page 547
Linguistic Traditions and Domains of Study......Page 549
Connections to the Study of Bilingualism......Page 551
Major Themes......Page 552
Defining Literacy......Page 553
Limitations of Assessments That Focus Only on English......Page 555
LITERACY INSTRUCTION, FIRST AND SECOND LANGUAGE......Page 557
Research on Native-Language Literacy......Page 558
Native-Language Literacy Beyond the Classroom......Page 559
LYONS, JAMES J. (1947– )......Page 560
MAINTENANCE POLICY DENIED......Page 563
Defining the Construct......Page 566
Documenting Evidence of Language Proficiency......Page 567
MELTING-POT THEORY......Page 569
Metaphor and Ideology......Page 570
Critiques of the Theory......Page 571
MÉNDEZ V.WESTMINSTER......Page 573
(META) METALINGUISTIC AWARENESS......Page 575
Early Research......Page 576
Recent Research......Page 577
MODERN LANGUAGES IN SCHOOLS AND COLLEGES......Page 578
Elementary and Secondary Education......Page 579
Higher Education......Page 580
Conclusion......Page 581
MOLL, LUIS (1947– )......Page 582
MONITOR MODEL......Page 583
The Five Main Hypotheses of the Monitor Model......Page 584
MULTICULTURAL EDUCATION......Page 586
Bilingual Education as Part of Multicultural Education......Page 587
Multicultural Curricular Reform......Page 588
Culturally Compatible Education......Page 589
Cross-Cultural Literacy......Page 590
MULTICULTURAL EDUCATION, TRAINING, AND ADVOCACY (META)......Page 591
1965–1975......Page 595
1981–1985......Page 596
1991–2007......Page 597
NATIONAL CLEARINGHOUSE FOR BILINGUAL EDUCATION......Page 598
NATIONAL DEFENSE EDUCATION ACT OF 1958......Page 600
Recommendations of the Survey......Page 602
Follow-Up to the Tucson Meetings......Page 603
NATIONALITY–CULTURE MYTH......Page 605
Languages in Human History......Page 607
Nation-States and Their Languages Today......Page 608
Linguistic Nationalism in the United States......Page 609
NATIONAL LITERACY PANEL......Page 610
Panel Process......Page 611
Organization of the Report......Page 612
NATIVE AMERICAN LANGUAGES, LEGAL SUPPORT FOR......Page 613
Indian Education Act of 1972......Page 614
Bilingual Education Act of 1968......Page 615
Esther Martínez Native Languages Preservation Act of 2006......Page 616
Discussion of Legislative Initiatives......Page 617
NATIVE ENGLISH SPEAKERS REDEFINED......Page 618
Theoretical Framework......Page 620
Practices and Roles......Page 621
Contributions to Bilingual Education Practice......Page 622
NAVAJO CODE TALKERS......Page 623
NEWCOMER PROGRAMS......Page 624
Instructional Design......Page 625
Transitions to Regular Classrooms......Page 626
NIETO, SONIA (1943– )......Page 627
NO CHILD LEFT BEHIND ACT OF 2001, TESTING REQUIREMENTS......Page 628
fiNo Child Left Behindf Assessment Mandates for English Language Learners......Page 629
Challenges of fiNo Child Left Behindfl Mandates fo English Language Learners......Page 630
NO CHILD LEFT BEHIND ACT OF 2001, TITLE I......Page 631
Negative Aspects of Title I for ELL Students......Page 633
Failure of the DOE to Provide Adequate Assistance......Page 635
NO CHILD LEFT BEHIND ACT OF 2001, TITLE III......Page 636
Positive Aspects of Title III for LEP Students......Page 637
Negative Aspects of Title III for LEP Students......Page 638
Other Problems With Title III......Page 639
Future of Title III......Page 640
OFFICE FOR CIVIL RIGHTS, U.S. DEPARTMENT OF EDUCATION......Page 641
Language Discrimination Under Title VI of the Civil Rights Act......Page 642
OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS......Page 645
OFFICIAL ENGLISH LEGISLATION, FAVORED......Page 647
Official Language Policies Common Worldwide......Page 648
English, Our Unofficial Language......Page 649
Historical Background......Page 650
Relationship Between Organizational Policy Stance and Official English......Page 651
OFFICIAL LANGUAGE DESIGNATION......Page 652
Why Didn’t the Founding Fathers Adopt an Official Language?......Page 653
What Problems Does Official Status Solve, and What Issues Does It Create?......Page 654
Prospects......Page 656
OGBU, JOHN (1939–2003)......Page 657
ONE PERSON-ONE LANGUAGE (OPOL)......Page 659
OYAMA, HENRY (1926– )......Page 661
OYSTER BILINGUAL SCHOOL......Page 662
The Program......Page 663
The Building......Page 664
Program Improvement......Page 665
Recognition, Accolades, and Awards......Page 666
PARADOX OF BILINGUALISM......Page 669
German Language in the Midwest......Page 670
The Paradox Restated......Page 672
PEER PRESSURE AND LANGUAGE LEARNING......Page 674
PEÑA, ÁLBAR ANTONIO (1931–1993)......Page 676
PÉREZ-HOGAN, CARMEN (1939– )......Page 677
Symbols, Sounds, and Predictions......Page 678
Research Findings......Page 679
Conclusion......Page 681
Language as a System......Page 682
Components of a Language System......Page 683
PORTER, ROSALIE PEDALINO (1931– )......Page 684
Intercultural Pragmatics......Page 686
PRESIDENT’S COMMISSION ON FOREIGN LANGUAGE AND INTERNATIONAL STUDIES......Page 687
Contents of the Report......Page 688
Conclusion......Page 689
PRIMARY-LANGUAGE SUPPORT......Page 690
Ways of Providing PLS......Page 691
Conclusion......Page 692
Teacher Language Proficiency......Page 693
Partnership With Parents, Families, and Communities......Page 694
Enhancement Through Technology......Page 695
Conclusion......Page 696
Proficiency and Mastery......Page 697
PROGRAM EFFECTIVENESS RESEARCH......Page 699
Narrative Reviews......Page 700
Meta-Analyses......Page 701
PROGRAM GOALS, PURPOSE OF......Page 702
Historical Background......Page 703
Additive Model of Bilingual Education......Page 706
Parent Engagement......Page 707
PROPOSITION 203 (ARIZONA)......Page 708
Proposition 203 Under Superintendent Keegan......Page 709
Proposition 203 Under Superintendent Horne......Page 710
Post–Proposition 203 Bilingual Education Programs......Page 711
Changes to Programs......Page 712
The Waiver Hoax......Page 713
Language Policy Frameworks......Page 714
PROPOSITION 227 (CALIFORNIA)......Page 715
Legal Standing and Parental Involvement......Page 716
Operative Date and Legal Sequel......Page 717
Initial Effects of Proposition 227......Page 718
Midterm Impact of Proposition 227......Page 719
PROPOSITION 227 (CALIFORNIA), IMPACT OF......Page 720
Implementation and Impact of Proposition 227......Page 721
Community-Based English Tutoring Program......Page 722
P.S. 25, NEW YORK CITY’S FIRST BILINGUAL SCHOOL......Page 723
Extended School Services......Page 724
PUERTO RICO, SCHOOL LANGUAGE POLICIES......Page 725
Historical Background......Page 726
Recent Developments......Page 727
PULL-OUT ESL INSTRUCTION......Page 728
Better Than Nothing......Page 730
QUESTION 2 (MASSACHUSETTS)......Page 733
Implementation......Page 734
Hegemony of English......Page 737
Language Strategies......Page 738
Developmental Bilingualism......Page 739
Bilingual Identity Formation......Page 740
Cognitive Development......Page 741
Conclusion......Page 742
RODRÍGUEZ, ARMANDO (1921– )......Page 743
RODRÍGUEZ, RICHARD (1944– )......Page 744
ROOS, PETER D. (1941– )......Page 745
ROYBAL, EDWARD R. (1916–2005)......Page 747
RUIZ, RICHARD (1948– )......Page 748
SAVILLE-TROIKE, MURIEL (1936– )......Page 751
SCHOOL LEADER’S ROLE......Page 752
Key Themes......Page 753
Conclusion......Page 754
Psycholinguistics......Page 755
Schumann’s Acculturation Model: A Sociolinguistic Theory......Page 756
Krashen’s Monitor Model: A Psycholinguistic Theory......Page 757
SEIDNER, MARÍA M. (1938– )......Page 759
SEMILINGUALISM......Page 761
SHELTERED INSTRUCTION OBSERVATION PROTOCOL See SIOP SIMON, PAUL M. (1928–2003)......Page 763
Lesson Preparation......Page 764
Interaction......Page 765
Critiques of SIOP......Page 766
Learning in Peripheral Participatory Modes......Page 767
Implications for Bilingual Instruction......Page 768
SKILLS TRANSFER THEORY......Page 770
Cross-Linguistic Transfer Hypothesis: Metalinguistic Knowledge......Page 771
Research on Literacy in the Native Language: Spanish......Page 772
What Is Diglossia?......Page 773
Relationships Between Bilingualism and Diglossia......Page 774
Politics, Policies, and Language Rights......Page 775
Social Class and the Patterned Variation of Language Use......Page 776
Language Standards and the (In)equality of Variety......Page 777
Class Differences Challenge Educators......Page 778
Class Defined......Page 779
Class Differences in a School Context......Page 780
Current Research......Page 781
Class and Culture......Page 782
Human Development and the Social Context......Page 783
Sociocultural Theory......Page 784
SOUTHEAST ASIAN REFUGEES......Page 785
Historical Background of Southeast Asian Refugee Groups......Page 786
Recent Demographics of Southeast Asian Americans......Page 787
Bilingual Education Programs for Southeast Asian Americans......Page 790
SPANGLISH......Page 791
Spanglish in the Classroom......Page 793
SPANISH, DECLINE IN USE......Page 794
Hispanic Immigrants Learn and Use English......Page 795
SPANISH, PROACTIVE MAINTENANCE......Page 796
The Role of Educational Institutions in Maintaining Spanish......Page 797
Teaching Heritage Languages......Page 798
Teaching Spanish as a Heritage Language......Page 799
Remaining Challenges......Page 801
SPANISH, THE SECOND NATIONAL LANGUAGE......Page 803
Problems Facing the Spanish Language......Page 804
Factors That Favor Spanish in the United States......Page 806
Spanish Language Programs......Page 808
Conclusion......Page 810
SPANISH LOAN WORDS IN U.S. ENGLISH......Page 811
SPECIALLY DESIGNED ACADEMIC INSTRUCTION IN ENGLISH......Page 816
Development of Sheltered Instruction......Page 817
Strategies to Make the Input Comprehensible......Page 818
SPOLSKY, BERNARD (1932– )......Page 820
STANFORD WORKING GROUP......Page 821
Blueprint for the Second Generation......Page 822
Political Discourse, Continued......Page 823
Discourse With State and Local Educators of LEP Students......Page 824
STATUS DIFFERENCES AMONG LANGUAGES......Page 825
ST. LAMBERT IMMERSION STUDY......Page 827
Framework for Assessing Student Progress......Page 828
Spread of Immersion Education to the United States......Page 829
STRUCTURED ENGLISH IMMERSION See ENGLISH IMMERSION......Page 830
TANTON, JOHN H. (1934– )......Page 831
TEACHER CERTIFICATION BY STATES......Page 832
Issues in Certification and Licensure......Page 833
Emergency/Provisional Licenses......Page 834
Effects of Antibilingual State Legislation on Bilingual Certification......Page 835
Alternative Bilingual Certification......Page 836
LLaauu vv.. NNiicchhoollss and Teacher Education......Page 837
Decentralized Licensing and the Rise of the Emergency Teaching Credential......Page 838
Current Teacher Preparation Models......Page 839
Domains of Bilingual Teacher Competencies......Page 840
Bilingual Teacher Language Proficiency......Page 842
Bilingual Education Program Design......Page 843
TECHNOLOGY IN LANGUAGE TEACHING AND LEARNING......Page 845
Technology in Bilingual Education Practice......Page 846
Future Directions......Page 848
TESOL, INC.......Page 849
Historical Background......Page 850
TESOL in the 21st Century......Page 851
TEXAS LEGISLATION (HB 103 AND SB 121)......Page 852
Degrees of Bilingualism......Page 854
Educational Implications......Page 855
Criticisms of the Threshold Hypothesis......Page 856
TITLE VII, ELEMENTARY AND SECONDARY EDUCATION ACT, KEY HISTORICAL MARKER......Page 857
Provisions......Page 858
Early Years......Page 859
Impact and Legacy......Page 860
TITLE VII, ELEMENTARY AND SECONDARY EDUCATION ACT, 1967 SENATE HEARINGS......Page 861
Testimony and Provisions......Page 862
Postscript......Page 863
1974 Reauthorization......Page 864
1978 Reauthorization......Page 865
1988 Reauthorization......Page 866
1994 Reauthorization......Page 867
TITLE VII, ELEMENTARY AND SECONDARY EDUCATION ACT BECOMES TITLE III, NO CHILD LEFT BEHIND ACT OF 2001......Page 869
Goals and Purposes of Title III......Page 870
Challenges of Implementing NCLB......Page 871
Teaching and Its Discontents......Page 872
Bilingual Teacher Preparation......Page 873
Transformative Pedagogy......Page 874
Doubts Increase Concerning Transitional Bilingual Education (TBE)......Page 876
Transitional Aspect Loses Support......Page 877
TRANSITIONAL BILINGUAL EDUCATION PROGRAMS......Page 878
Purpose and Theory......Page 879
Program Effectiveness and Other Issues......Page 880
TRANSNATIONAL STUDENTS......Page 881
A Growing Phenomenon......Page 882
Need for Research......Page 883
TROIKE, RUDOLPH C., JR. (1933– )......Page 884
TRUÁN, CARLOS (1935– )......Page 885
TRUEBA, ENRIQUE (HENRY) (1931–2004)......Page 887
UNDERLYING LINGUISTIC PROFICIENCIES......Page 889
UNDOCUMENTED STUDENTS’ RIGHTS......Page 891
UNZ, RON (1961– )......Page 892
URQUIDES, MARÍA (1908–1994)......Page 893
History of Bilingual Education......Page 895
Experimentation With Models of Bilingual Education......Page 896
Exporting Dual-Language Schools......Page 897
Support for Bilingual Education......Page 898
Political Involvement in Decisions About Bilingual Education......Page 899
English Use in the United States and at a Global Scale......Page 900
Conclusion......Page 901
U.S. CENSUS LANGUAGE DATA......Page 902
U.S. COMMISSION ON CIVIL RIGHTS REPORT......Page 904
VALDÉS, GUADALUPE (1944– )......Page 907
VIETNAMESE IMMIGRATION......Page 908
Mode of Incorporation......Page 909
Vietnamese Heritage/ Community Language Schools......Page 910
VIEWS OF BILINGUAL EDUCATION......Page 911
Aesthetic/Enrichment/Pragmatic Approach......Page 912
Psychological/Human Development Orientation......Page 913
Cultural Pluralism Orientation......Page 914
Conclusion......Page 915
VIEWS OF LANGUAGE DIFFERENCE......Page 916
Language as Right......Page 917
Conclusion......Page 918
Voter Initiatives in History......Page 919
Voter Initiative Usage in the United States......Page 920
The Initiative Process and Public Policy......Page 921
Conclusion......Page 922
Thinking and Talking......Page 923
Bilingualism and Vygotsky’s Theory......Page 924
WHOLE LANGUAGE......Page 927
Whole-Language Pedagogy and Bilingual Education......Page 928
Myths Surrounding Whole-Language Practices......Page 929
WONG FILLMORE, LILY (1934– )......Page 930
Pluralization of English......Page 932
Issues and Implications......Page 933
YARBOROUGH, RALPH (1903–1996)......Page 937
ZAMORA, GLORIA L. (1935–2001)......Page 939
ZELASKO, NANCY (1951– )......Page 940
Appendix A Policy Landmarks in U.S. Bilingual Education......Page 943
Appendix B Title VII, Elementary and Secondary Education Act of 1968......Page 947
Appendix C Lau v. Nichols and Related Documents......Page 953
Appendix D The Challenge of a Multicultural America (Speech by Senator Joseph M. Montoya)......Page 979
Appendix E Official English Legislation, Opposed......Page 983
Appendix F Title VII Funding for States and Territories From FY69 to FY95......Page 989
A......Page 991
B......Page 993
C......Page 996
D......Page 1000
E......Page 1002
F......Page 1004
G......Page 1005
H......Page 1007
I......Page 1008
K......Page 1010
L......Page 1011
M......Page 1015
N......Page 1017
O......Page 1020
P......Page 1021
Q......Page 1023
R......Page 1024
S......Page 1025
T......Page 1028
U......Page 1030
W......Page 1031
X,Y,Z......Page 1032