Bilingual Education in the 21st Century: A Global by Ofelia García

By Ofelia García

Bilingual schooling within the twenty first Century examines languages and bilingualism as person and societal phenomena, provides software kinds, variables, and guidelines in bilingual schooling, and concludes by means of practices, in particular pedagogies and tests. This thought-provoking paintings is a perfect textbook for destiny lecturers in addition to supplying a clean view of the topic for faculty directors and coverage makers.

  • Provides an summary of bilingual schooling theories and practices through the world
  • Extends conventional conceptions of bilingualism and bilingual schooling to incorporate international and native issues within the twenty first century
  • Questions assumptions relating to language, bilingualism and bilingual schooling, and proposes a brand new theoretical framework and substitute perspectives of training and overview practices
  • Reviews foreign bilingual schooling guidelines, with separate chapters devoted to US and ecu language coverage in education
  • Gives explanation why bilingual schooling is nice for all youngsters during the global, and offers circumstances of ways this is often being carried out

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She wrote a section on the Deaf which appears in chapter 11. Rob Werner has been a most careful reader of the entire manuscript. He caught all kinds of infelicities, and finalized the bibliography. He worked with attention to detail, often with tight demands. Carmina Makar came to me towards the end of the process, but her help has been invaluable. These four graduate students have received very little financial compensation for the enormous work they have done. My only hope is that they have learned from me, as much as I have learned from them.

UNESCO also proposes (2003: 30) three basic guiding principles, no longer simply focused on the mother tongue as it was in 1953, but on intercultural multilingual education as a resource for all: 1. Mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers; 2. Bilingual and/or multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies; 3.

The complex networks in which children participate require us to have a different vision than the linear and directional one embodied in the traditional sum. Language practices are not unidirectional but polydirectional. We could compare today’s language practices to the South Asian banyan trees,9 which grow up, out, down, horizontally, or vertically through the air until they come upon something solid. The language practices of bilinguals are interrelated and expand in different directions to include the different communicative contexts in which they exist.

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