000			06556cam a2200613 a 4500
999			_c342 _d342
001			15260640
003			OSt
005			20241116191502.0
008			080414s2009 maua b 001 0 eng
020			_a9781405119931 (pbk)
040			_cJCRC
100	1		_aGarcía, Ofelia _d1949-
245	1	0	_aBilingual Education in the 21st Century : _ba Global Perspective / _cOfelia García ; with contributions by Hugo Baetens Beardsmore.
246	3		_aBilingual Education in the Twenty-First Century
250			_a1st ed.
260			_aMalden, MA : _bWiley-Blackwell, _c2009.
300			_axiv, 481 p. : _bill. ; _c26 cm.
440			_aPsycholinguistics
504			_aIncludes bibliographical references (p. [410]-458) and an author and subject index.
505			_aPreface and Acknowledgments (and a Caveat)
505			_aPART I. BILINGUAL EDUCATION FOR ALL
505			_a1. Introducing Bilingual Education -- Scenarios -- Introduction -- What is bilingual education? -- Beneficiaries and reasons -- Geopolitics and language orientations -- Summary -- Conclusion
505			_aPART II BILINGUALISM AND EDUCATION
505			_a2. Languaging and Education -- Introduction -- Language constructions -- Languaging -- Conclusion
505			_a3. Bilingualism and Translanguaging -- Introduction -- Bilingualism and Translanguaging -- Models of Bilingualism -- Questioning Assumptions -- Bilingual Abilities -- Bilingual Development -- Neurolinguistic and Psycholinguistic Considerations -- Conclusion
505			_a4. Sociopolitics of Bilingualism -- Introduction -- Transglossia -- Language Maintenance, Shift, and Revitalization -- Language Ideologies -- Language Policy as Right and Resource -- Conclusion
505			_a5. Benefits of Bilingualism -- Introduction -- Cognitive Advantages -- Social Advantages -- Intervening Factors -- Conclusion
505			_aPART III BILINGUAL EDUCATION POLICY
505			_a6. Bilingual Education: Frameworks and Types -- Introduction: The Social Context -- Bilingual Education Models? -- Bilingual Education Theoretical Frameworks -- Bilingual Education Types -- Conclusion
505			_a7. Bilingual Education: Factors and Variables / _rHugo Baetens Beardsmore _tIntroduction -- Situational Factor -- Operational Factor -- Outcome Factor -- Integrating Situational, Operational, and Outcome Factors -- Conclusion
505			_a8. U.S. Language Policy in Education -- Introduction -- The Past -- The Present -- Conclusion
505			_a9. Language Promotion by European Supra-national Institutions / _rH. Baetens Beardsmore _tThe Council of Europe -- The European Commission -- Bilingual Education: CLIL/EMILE -- Conclusion
505			_a10. Monoglossic Bilingual Education Policy -- Introduction -- Policies for Transition: Transitional Bilingual Education -- Policies for Maintenance and Enrichment: Maintenance Bilingual Education -- Policies for Enrichment of Social Elite: Prestigious Bilingual Education -- Policy for Enrichment of Language Majorities: Immersion Bilingual Education -- Conclusion
505			_a11. Heteroglossic Bilingual Education Policy / _rOfelia Garcia and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena Zakharia _tIntroduction -- Policies for Language Revitalization: Immersion Revitalization Bilingual Education -- Policies for Development of Minority Languages: Developmental Bilingual Education -- Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language) -- Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Education -- Policies for Multiple Languages: Multiple Multilingual Education -- Conclusion
505			_aPART IV BILINGUAL EDUCATION PRACTICES
505			_a12. Bilingualism in the Curriculum -- Introduction -- Bilingual Allocation -- Bilingual Arrangements -- Bilingual Practices: Translanguaging -- Models of Bilingual Teaching -- Conclusion
505			_a13. Bilingual Education Pedagogy and Practices -- Introduction -- Bilingual Education Approaches and Methods -- Principles and Practices of Bilingual Education Pedagogy -- Strategies: Scaffolding -- Conclusion
505			_a14. Biliteracy Practices and Pedagogy -- Introduction -- A Sociocultural Approach -- The Continua of Biliteracy -- Models of Biliteracy Use -- Biliteracy Sequencing -- Written Language and Texts -- Instructional Approaches -- The Biliteracy Workshop -- Conclusion
505			_a15. Assessment of Bilinguals / _rOfelia Garcia and Hugo Baetens Beardsmore _tIntroduction -- The Power of Assessment -- Assessing Bilinguals -- Democratic Assessment for Bilinguals -- Conclusion
505			_aPART V BILINGUAL EDUCATION FOR THE TWENTY-FIRST CENTURY
505			_aConclusion
505			_aAppendix: Myths and Realities / _rCristina Muir, Yesenia Morales, Lori Falchi, and Ofelia Garcia
505			_aNotes
505			_aBibliography
505			_aAuthor Index
505			_aSubject Index
520			_a"Bilingual education has long been a controversial topic for communities, policy-makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies, not always with a coherent vision for their students. In this wide-ranging and provocative book, Garcia examines the history and current state of bilingual education programs throughout the world, offers a critical reading of the current conversations around them, and invites readers to imagine a new paradigm for the twenty-first century; one based on the idea of multilingual fluidity as a social and cultural imperative in a globalized world. Garcia examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Questioning assumptions regarding language, bilingualism, and bilingual education, this book proposes a now theoretical framework and alternative view of teaching and assessment practices." (Book Cover)
650		0	_aEducation, Bilingual.
658			_aEDU5244
700	1		_aBaetens Beardsmore, Hugo _d1942-
856			_uhttp://ca.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002186.html _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991017971469705161 _zCheck the uOttawa Library catalogue.
942			_2z _cBK