New PDF release: Becoming Biliterate: A Study of Two-Way Bilingual Immersion

By Bertha Perez

ISBN-10: 0805846786

ISBN-13: 9780805846782

ISBN-10: 1410609332

ISBN-13: 9781410609335

This publication describes the improvement procedure and dynamics of switch during imposing a two-way bilingual immersion schooling software in tuition groups. the focal point is at the language and literacy studying of elementary-school scholars and on the way it is inspired by means of mom and dad, academics, and policymakers. P?rez offers wealthy, hugely designated descriptions, either quantitative and qualitative, of the switch strategy on the faculties concerned, together with scholar language and fulfillment info for 5 years of application implementation that have been used to check the fundamental two-way bilingual concept, the explicit university interventions, and the actual school room tutorial practices. The contribution of turning into Biliterate: A learn of Two-Way Bilingual Immersion schooling is to supply a accomplished description of contextual and tutorial components that will aid or prevent the attainment of winning literacy and scholar results in either languages. The research has huge theoretical, coverage, and functional tutorial relevance for the various different U.S. tuition districts with huge pupil populations of non-native audio system of English. This quantity is extremely suitable for researchers, instructor educators, and graduate scholars in bilingual and ESL schooling, language coverage, linguistics, and language schooling, and as a textual content for master's- and doctoral-level periods in those components.

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Extra resources for Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education

Example text

The relatively limited emphasis on the use of Spanish—some eighty minutes a day—suggest that, . . this program is more concerned with transfer than it is with maintenance of Spanish as such. Spanish is used essentially to build the self-concept of children and to facilitate their learning of English as the eventually exclusive medium of learning. (p. 19) In 1969 the State of Texas approved a state law permitting bilingual education. Although the Texas law stipulated a transitional bilingual program, it also permitted the inclusion of monolingual English speakers in bilingual classes.

River Glen followed a 90–10 model, IAMS an 80–20 model, and Key a 50–50 model. In addition to language distribution percentages, each site diﬀered in the introduction of English literacy: At Key, literacy in both languages was introduced simultaneously; at IAMS, English proﬁcient students ﬁrst learned to read in English while Spanish proﬁcient students ﬁrst learned to read in Spanish, and literacy in the second language was introduced in the second grade; at River Glen, English literacy was intro- BILINGUAL & TWO-WAY BILINGUAL IMMERSION RESEARCH 19 duced in third grade.

35, p, 001) . . the correlation was much higher between English math achievement and Spanish math achievement . . 001). . One reason for this diﬀerence in the relations across languages in math and reading skills is due to the level and type of language skills required to demonstrate competency in these areas. (p. 211) Lindholm (1992) argued that the academic language skills required to perform at high levels of achievement, especially for the Spanish-dominant minority children, can only be attained over time: The bilingual individual must develop full academic language proﬁciency in both languages in order for the cognitive and academic advantages to accrue.

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