By Ofelia García
Bilingual schooling within the twenty first Century examines languages and bilingualism as person and societal phenomena, offers software kinds, variables, and rules in bilingual schooling, and concludes by way of practices, particularly pedagogies and tests. This thought-provoking paintings is a perfect textbook for destiny academics in addition to offering 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 worldwide and native matters 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 evaluation practices
- Reviews foreign bilingual schooling guidelines, with separate chapters devoted to US and european language coverage in education
- Gives the reason why bilingual schooling is nice for all youngsters in the course of the international, and provides circumstances of ways this can be being carried out
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Additional resources for Bilingual Education in the 21st Century: A Global Perspective
During my years studying bilingual education, I have collaborated with many different colleagues, all of whom have influenced me in a variety of ways. You know who you are and I thank you. I have to especially mention Jim Cummins, Christine Hélot, Nancy Hornberger, Tove Skutnabb-Kangas, and Guadalupe Valdés as people who have taught me much and whose friendship I value. And I would be remiss if I didn’t express my gratitude to Colin Baker. Many years ago, before he had written Foundations of Bilingual Education, Colin visited me in New York; I was touched by his insightfulness and his generosity.
Moreover, sometimes in bilingual education programs one finds a language ideology that is very similar to that found in language-teaching programs, with teachers attempting to use only the target language in instruction: that is, no translation is provided and the teacher never uses both languages within the same lesson. But what continues to separate these two kinds of programs has to do with the broader general goal of bilingual education – the use of two languages to educate generally, meaningfully, equitably, and for tolerance and appreciation of diversity5 – and the narrower goal of second- or foreign-language teaching – to learn an additional language.
Furthermore, these “idealized” bilingual education practices take little account of how languages are used in society, or of real bilingual and multilingual practices. ” Monoglossic ideologies of bilingualism and bilingual education treat each of the child’s languages as separate and whole, and view the two languages as bounded autonomous systems. We contrast this monoglossic language ideology to one based on Bakhtin’s (1981) use of heteroglossic as multiple voices. 7 A new angle In the twenty-first century, our complex multilingual and multimodal global communicative networks8 often reflect much more than two separate monolingual codes.