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3 Pillars of Dual Language: A Foundation for Bilingual Success
Author: Dr. Elena Ramirez, Professor of Applied Linguistics and Bilingual Education at the University of California, Berkeley. Dr. Ramirez has over 20 years of experience researching and teaching dual language immersion programs, focusing on the cognitive, social, and linguistic benefits of bilingualism. Her work has been published in numerous peer-reviewed journals and she is a sought-after consultant for school districts implementing dual language programs.
Publisher: Oxford University Press, a globally recognized academic publisher with a long history of publishing high-quality research in education, linguistics, and cognitive science. Their reputation ensures rigorous peer review and editorial processes, guaranteeing the accuracy and reliability of published works.
Editor: Dr. Maria Sanchez, Associate Editor at Oxford University Press, specializing in education and bilingualism. Dr. Sanchez has a PhD in Educational Psychology and extensive experience editing scholarly works focusing on language acquisition and multilingual education. Her background ensures the clarity and accuracy of this report related to the 3 pillars of dual language.
Keywords: 3 pillars of dual language, dual language immersion, bilingual education, language acquisition, cognitive benefits of bilingualism, social-emotional development, academic achievement, language proficiency, effective dual language programs.
Abstract: This report delves into the three fundamental pillars supporting successful dual language programs: high-quality instruction in both languages, a strong home-school connection, and a supportive school environment. We will explore the research underpinning each pillar, offering practical insights for educators and parents invested in fostering bilingual proficiency and academic excellence. Understanding these 3 pillars of dual language is crucial for maximizing the benefits of dual language immersion programs.
1. High-Quality Instruction in Both Languages: The Cornerstone of Success
The first and arguably most crucial pillar of effective dual language programs is high-quality instruction in both languages. This necessitates qualified, proficient teachers in both languages who employ engaging, research-based pedagogical practices. Research consistently demonstrates a strong correlation between teacher expertise and student outcomes in dual language settings (Genesee, 2003; Thomas & Collier, 2002). This is not merely about linguistic proficiency; it requires teachers to be adept at adapting their teaching methods to accommodate the developmental needs and learning styles of bilingual learners.
Several key aspects contribute to high-quality instruction within the framework of the 3 pillars of dual language:
Balanced Language Exposure: The optimal balance between the two languages varies depending on the model adopted (e.g., 50/50, 90/10), but consistency and intentionality in language use are paramount. Research suggests that balanced exposure leads to stronger proficiency in both languages (Cummins, 1984).
Differentiated Instruction: Recognizing that students acquire language at different rates, teachers must differentiate instruction to meet individual needs. This involves providing varied learning opportunities and adapting materials to suit diverse learning styles.
Culturally Responsive Teaching: Instruction should be culturally responsive, reflecting the diverse backgrounds and experiences of students. This builds student confidence and fosters a sense of belonging, positively impacting language acquisition (Ladson-Billings, 1994).
Assessment and Feedback: Regular assessment is crucial to monitor student progress and adjust instruction as needed. Formative assessments provide ongoing feedback, allowing teachers to address learning gaps promptly.
2. Strong Home-School Connection: Amplifying Bilingual Development
The second pillar of the 3 pillars of dual language rests on a robust connection between home and school. Parental involvement significantly impacts a child's success in any educational setting, but it's especially crucial in dual language immersion programs. This connection extends beyond simple communication; it involves active participation in the child's learning journey.
Research emphasizes the importance of parental support in maintaining language proficiency at home (Valdés, 2001). This involves:
Language Use at Home: Encouraging language use consistent with the program's model is vital. Parents who actively speak their native language at home reinforce what is learned at school, fostering stronger linguistic competence.
Active Participation in School Events: Attending school events, participating in parent-teacher conferences, and volunteering in the classroom demonstrates a commitment to the child's bilingual education and strengthens the home-school partnership.
Communication and Collaboration: Open communication between parents and teachers is essential. Regular updates on the child's progress and strategies for supporting learning at home create a supportive and collaborative learning environment.
Resource Provision: Schools should provide resources and support to parents, such as workshops on bilingualism, language-learning activities, and access to relevant information.
3. Supportive School Environment: Nurturing Bilingualism and Academic Success
The final pillar, integral to the 3 pillars of dual language, is a supportive school environment that values and celebrates bilingualism. This encompasses the entire school community – teachers, administrators, staff, and even peers.
A supportive environment fosters:
Positive Attitudes towards Bilingualism: The school's culture should promote a positive view of bilingualism, emphasizing its cognitive and social benefits. This combats potential prejudices against non-dominant languages.
Collaboration and Professional Development: Teachers need ongoing professional development to enhance their skills in teaching bilingual students and to collaborate effectively within a dual language program. This involves sharing best practices and supporting each other.
Community Involvement: Engaging the wider school community, including parents, families, and local organizations, fosters a strong sense of belonging and reinforces the value of bilingualism. This extends beyond the classroom and strengthens support networks for the students and teachers alike.
Adequate Resources and Support: Sufficient resources, including appropriate materials and technology, are necessary to support effective instruction and student learning in both languages.
Conclusion:
The 3 pillars of dual language – high-quality instruction in both languages, a strong home-school connection, and a supportive school environment – are interconnected and mutually reinforcing. By focusing on these crucial elements, dual language programs can effectively maximize the academic, cognitive, and social-emotional benefits of bilingualism, preparing students for success in an increasingly globalized world. Research consistently demonstrates the positive outcomes associated with strong dual language programs when these three pillars are fully supported.
FAQs:
1. What are the cognitive benefits of dual language immersion? Research suggests that bilingual individuals often exhibit enhanced executive function skills, including improved attention, problem-solving, and cognitive flexibility.
2. What are the social-emotional benefits of dual language programs? Students in dual language programs often develop stronger cross-cultural understanding and communication skills, leading to increased empathy and social competence.
3. How can parents support their child's success in a dual language program? Parents can support their children by speaking their native language at home, actively participating in school events, and communicating regularly with teachers.
4. What are the long-term benefits of bilingualism? Bilingual individuals often have better academic performance, enhanced cognitive abilities, and improved employment opportunities.
5. What types of assessment are used in dual language programs? Dual language programs use a variety of assessments, including formal and informal measures, to track student progress in both languages.
6. What are the challenges of implementing dual language programs? Challenges include finding qualified bilingual teachers, securing adequate funding, and ensuring parental buy-in.
7. How can schools create a supportive environment for dual language learners? Schools can create a supportive environment by promoting positive attitudes towards bilingualism, providing professional development for teachers, and engaging the wider community.
8. What is the difference between immersion and dual language programs? While both involve instruction in two languages, immersion programs typically have a higher percentage of instruction in the target language.
9. Are there different models of dual language immersion programs? Yes, there are several models, including 50/50, 90/10, and early-exit/late-exit programs.
Related Articles:
1. "The Impact of Teacher Quality on Dual Language Learner Outcomes": This article explores the critical role of teacher expertise in successful dual language programs.
2. "Parental Involvement and Success in Dual Language Immersion": This research focuses on the correlation between parental engagement and student achievement in dual language settings.
3. "Creating Culturally Responsive Classrooms for Dual Language Learners": This piece examines how culturally responsive teaching enhances language acquisition and academic success.
4. "Assessing Language Proficiency in Dual Language Settings": This article reviews different assessment methods used to evaluate student progress in dual language programs.
5. "The Cognitive Benefits of Bilingualism: A Meta-Analysis": This meta-analysis synthesizes research on the cognitive advantages associated with bilingualism.
6. "Longitudinal Study of Academic Achievement in Dual Language Programs": This study tracks student achievement over time in different dual language program models.
7. "Best Practices for Implementing Dual Language Immersion Programs": This article provides practical guidance and recommendations for successful program implementation.
8. "Addressing the Challenges of Funding and Staffing Dual Language Programs": This piece explores strategies for overcoming common obstacles in establishing and maintaining dual language programs.
9. "The Social-Emotional Development of Bilingual Children": This article investigates the positive impact of bilingualism on social and emotional well-being.
| 3 pillars of dual language: Dual Language Education Kathryn J. Lindholm-Leary, 2001-01-01 Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes. |
| 3 pillars of dual language: Dual Language Education Sonia W. Soltero, 2016 As our global economy increasingly demands a highly educated, bilingual and biliterate workforce, educators feel more compelled than ever to offer culturally and linguistically responsive education that speaks to these demands as well as the diversity of today's student population. For culturally and linguistically diverse students, dual language education offers the best alternative to increase their academic achievement and boost their social and economic potentials, writes Sonia Soltero. In Dual Language Education, Soltero provides a comprehensive view of what it takes to create well-designed, effective, sustainable dual language programs based on current dual language research and theory. Each chapter examines the pedagogical and organizational principles of dual language education, and the specific conditions necessary for their effective implementation. Vignettes from teachers, parents, and school leaders, illustrate the transformative power of dual language education to benefit all students. |
| 3 pillars of dual language: A Second Spanish Reader Stanley Appelbaum, 2012-07-12 Geared toward advanced beginners, these highlights from poetry, plays, and stories by noted Spanish-language writers include works by Gabriela Mistral, Pedro Calderón de la Barca, and Lope de Vega. |
| 3 pillars of dual language: Biliteracy from the Start Kathy Escamilla, 2014 Biliteracy from the Start: Literacy Squared in Action shows bilingual education teachers, administrators, and leadership teams how to plan, implement, monitor, and strengthen biliteracy instruction that builds on students' linguistic resources in two languages, beginning in kindergarten. Escamilla and her team present a holistic biliteracy framework that is at the heart of their action-oriented Literacy Squared school-based project. Teachers learn to develop holistic biliteracy instruction units, lesson plans, and assessments that place Spanish and English side by side. Educators also learn to teach to students' potential within empirically based, scaffolded, biliteracy zones and to support emerging bilinguals' trajectories toward biliteracy. Foreword by Ofelia García. Special Features Key terms and/or guiding questions introduce every chapter. Sample instruction units, lesson plans, student writing in Spanish and English, and paired writing rubrics make chapter content accessible and practical. Empirical evidence of students' reading and writing development in Spanish and English grounds presentation of trajectories toward biliteracy and scaffolded biliteracy zones. Questions for reflection and action at the end of each chapter help biliteracy educators apply key concepts to their local district and school context. |
| 3 pillars of dual language: Data-Driven School Improvement Ellen B. Mandinach, Margaret Honey, 2008 The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. If you want to understand usable knowledge, read Data-Driven School Improvement. Ellen Condliffe Lagemann, Harvard University It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts. David C. Berliner, Mary Lou Fulton College of Education, Arizona State University Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making. Barbara Means, Center for Technology in Learning, SRI International |
| 3 pillars of dual language: Bilingual Education Jim Cummins, P. Corson, 2012-12-06 This volume provides a comprehensive account of the implementation of bilingual education programs in countries throughout the world. For academics, graduate students, and policymakers, this volume clearly outlines the social and educational goals that can be achieved through bilingual education. It highlights the need to take account of the complex political context of inter-group relationships within which bilingual programs are inevitably embedded. |
| 3 pillars of dual language: Dual Language Essentials for Teachers and Administrators Yvonne S. Freeman, David E. Freeman, Sandra Mercuri, 2018 Dual Language Essentials for Teachers and Administratorshas been widely used as a guide for planning and implementing dual language programs. The Second Edition provides the latest theory, research, and best practices by drawing on the experiences of administrators and teachers in successful one-way and two-way bilingual dual language programs. Readable and practical, this edition features: - video clips illustrating powerful and effective strategies in dual language classrooms - an explanation of translanguaging and the changing views of bilinguals and bilingualism - examples of teachers using translanguaging strategies - the addition of essentials for secondary dual language programs - an explanation of long- and short-term curriculum planning and implementation - a discussion of academic and social equity in dual language programs - a description of best practices in biliteracy instruction. Dual Language Essentials for Teachers and Administrators, Second Edition will be your essential guide for planning and implementing a dual language program. |
| 3 pillars of dual language: Dual Language Instruction Nancy Cloud, Fred Genesee, Else Hamayan, 2000 Dual Language Instruction: A Handbook for Enriched Education provides a comprehensive, theoretical frameworkand practical guide to implementing, evaluating, administering, and maintaining a successful dual languageinstruction program. |
| 3 pillars of dual language: Foundations of Bilingual Education and Bilingualism Colin Baker, Wayne E. Wright, 2021-03-08 The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities |
| 3 pillars of dual language: Dual Language Sonia W. Soltero, 2004 Soltero (bilingual-bicultural education, DePaul U.) presents a text for preservice and in-service teachers, administrators, and other professional educators who are or will be involved in the planning and operation of dual language education. The author examines the pedagogical and organizational principles. |
| 3 pillars of dual language: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| 3 pillars of dual language: Dual Language Education: Teaching and Leading in Two Languages David E. DeMatthews, Elena Izquierdo, 2019-05-13 This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA |
| 3 pillars of dual language: Promoting the Educational Success of Children and Youth Learning English National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Children, Youth, and Families, Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research, 2017-08-25 Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. |
| 3 pillars of dual language: Creating Effective Blended Language Learning Courses Daria Mizza, Fernando Rubio, 2020-10 Using an innovative framework, this book provides the rationale, strategies, and tools to create optimal blended language learning courses. |
| 3 pillars of dual language: The Third Pillar Raghuram Rajan, 2020-02-25 Revised and updated Shortlisted for the Financial Times/McKinsey Business Book of the Year Award From one of the most important economic thinkers of our time, a brilliant and far-seeing analysis of the current populist backlash against globalization. Raghuram Rajan, distinguished University of Chicago professor, former IMF chief economist, head of India's central bank, and author of the 2010 FT-Goldman-Sachs Book of the Year Fault Lines, has an unparalleled vantage point onto the social and economic consequences of globalization and their ultimate effect on our politics. In The Third Pillar he offers up a magnificent big-picture framework for understanding how these three forces--the state, markets, and our communities--interact, why things begin to break down, and how we can find our way back to a more secure and stable plane. The third pillar of the title is the community we live in. Economists all too often understand their field as the relationship between markets and the state, and they leave squishy social issues for other people. That's not just myopic, Rajan argues; it's dangerous. All economics is actually socioeconomics - all markets are embedded in a web of human relations, values and norms. As he shows, throughout history, technological phase shifts have ripped the market out of those old webs and led to violent backlashes, and to what we now call populism. Eventually, a new equilibrium is reached, but it can be ugly and messy, especially if done wrong. Right now, we're doing it wrong. As markets scale up, the state scales up with it, concentrating economic and political power in flourishing central hubs and leaving the periphery to decompose, figuratively and even literally. Instead, Rajan offers a way to rethink the relationship between the market and civil society and argues for a return to strengthening and empowering local communities as an antidote to growing despair and unrest. Rajan is not a doctrinaire conservative, so his ultimate argument that decision-making has to be devolved to the grass roots or our democracy will continue to wither, is sure to be provocative. But even setting aside its solutions, The Third Pillar is a masterpiece of explication, a book that will be a classic of its kind for its offering of a wise, authoritative and humane explanation of the forces that have wrought such a sea change in our lives. |
| 3 pillars of dual language: Lean Impact Ann Mei Chang, 2018-10-30 Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale. |
| 3 pillars of dual language: Six Pillars Robert McDermott, 2012 Sri Aurobindo (1872-1950) was one of the great twentieth-century figures of India. Over the course of his lifetime, he helped India's struggle for freedom and became a leading yogi, philosopher, and poet of his time and culture. In his teaching, Sri Aurobindo went well beyond Eastern philosophy and religion, synthesizing it with Western traditions, even spending two years of his youth at Loreto Convent in Darjeeling, West Bengal. In 1879, Aurobindo and his two elder brothers were taken to Manchester, England for a European education and placed in the care of Rev. Drewett, an Anglican clergy, and his wife. In 1884, Aurobindo joined St. Paul's School, where he learned Greek and Latin and spent three years studying literature, especially English poetry. By 1910, Sri Aurobindo's focus was directed entirely toward spirituality, and he settled in Pondicherry, India, where he taught, wrote, and published his greatest works. His spiritual vision extended beyond the perfection and transformation of the individual to include the evolution and transformation of human society. According to his teaching, a true solution to humanity's problems arises from a radical transformation of human life into a form of divine existence. The one aim of [my] yoga is an inner self-development by which each one who follows it can in time discover the One Self in all and evolve a higher consciousness than the mental, a spiritual and supramental consciousness which will transform and divinize human nature. --Sri Aurobindo For everyone interested in the philosophical and spiritual vision of the great Indian thinker Sri Aurobindo, the revolutionary turned yogi, this outstanding collection of masterly introductions, first published in 1974, offers original reflections and interpretations of Sri Aurobindo's six major works, all written by distinguished scholars of religion and philosophy rather than devotees. Long out of print and difficult to find, Six Pillars is again available for contemporary readers. Contents: Foreword by Ursula King John Collins: Savitri: Poetic Expression of Spiritual Experience Thomas Berry: The Foundations of Indian Culture: its Contemporary Significance Thomas J. Hopkins: The Vision of the Purushottama in Essays on the Gita J. Bruce Long: A New Yoga for a New Age: A Critical Introduction to The Synthesis of Yoga Eugene Fontinell: A Pragmatic Approach to the Human Cycle Robert McDermott: The Life Divine: Sri Aurobindo's Philosophy of Evolution and Transformation Introductions to the Major Works of Sri Aurobindo provides readers with a portal into the thinking of one of India's greatest figures of past century. Aurobindo, the revolutionary turned yogi, was a puzzle to his contemporaries and remained one to later generations. This is probably still true today. But puzzles are there to be solved. These essays can help to do that. They dissolve some of the enigmas that surround Sri Aurobindo, even though not answering all our questions. They provide much substance for thought and further discussion, and invite us to gain a deeper familiarity with one of the great minds of modern India, whose inspiring spiritual message can transform one's life and help to change the world. --Ursula King (from the foreword) |
| 3 pillars of dual language: Pillars of the Republic Carl F. Kaestle, 2011-04-01 Pillars of the Republic is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system. |
| 3 pillars of dual language: Not A Lot of Reasons to Sing, but Enough Kyle Tran Myhre, 2022-03-01 OF WHAT FUTURE ARE THESE THE WILD, EARLY DAYS? An exploration of the role that artists play in resisting authoritarianism with a sci-fi twist. In poetry, dialogue and visual art the book follows two wandering poets as they make their way from village to village, across a prison colony moon full of exiled rebels, robots, and storytellers. Part post-apocalyptic road journal, part alternate universe history of Hip Hop, and part “Letters to a Young Poet”-style toolkit for emerging poets and aspiring movement-builders, it's also a one-of-a-kind practitioners' take on poetry, power, and possibility. NOT A LOT OF REASONS TO SING is a: -post-apocalyptic road journal -alternate universe history of Hip Hop -“Letters to a Young Poet” -toolkit for emerging poets and aspiring movement-builders it's also a one-of-a-kind practitioners' take on poetry, power, and possibility. |
| 3 pillars of dual language: The Translanguaging Classroom Ofelia García, Susana Ibarra Johnson, Kate Seltzer, 2017 Shows teachers how to strategically navigate the dynamic flow of bilingual students' language practices to (1) enable students to engage with and comprehend complex content and texts, (2) develop students' linguistic practices for academic contexts, (3) draw on students' bilingualism and bilingual ways of understanding, and (2) support students' socioemotional development and advance social justice--provided by the publisher. |
| 3 pillars of dual language: Bilingual Language Development & Disorders in Spanish-English Speakers Brian Goldstein, Brian A. Goldstein, 2012 The revised edition of this comprehensive graduate-level text gives SLPs the most current information on language development and disorders of Spanish-English bilingual children. Includes 5 new chapters on literacy and other hot topics.; |
| 3 pillars of dual language: The Fourth Industrial Revolution Klaus Schwab, 2017-01-03 World-renowned economist Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, explains that we have an opportunity to shape the fourth industrial revolution, which will fundamentally alter how we live and work. Schwab argues that this revolution is different in scale, scope and complexity from any that have come before. Characterized by a range of new technologies that are fusing the physical, digital and biological worlds, the developments are affecting all disciplines, economies, industries and governments, and even challenging ideas about what it means to be human. Artificial intelligence is already all around us, from supercomputers, drones and virtual assistants to 3D printing, DNA sequencing, smart thermostats, wearable sensors and microchips smaller than a grain of sand. But this is just the beginning: nanomaterials 200 times stronger than steel and a million times thinner than a strand of hair and the first transplant of a 3D printed liver are already in development. Imagine “smart factories” in which global systems of manufacturing are coordinated virtually, or implantable mobile phones made of biosynthetic materials. The fourth industrial revolution, says Schwab, is more significant, and its ramifications more profound, than in any prior period of human history. He outlines the key technologies driving this revolution and discusses the major impacts expected on government, business, civil society and individuals. Schwab also offers bold ideas on how to harness these changes and shape a better future—one in which technology empowers people rather than replaces them; progress serves society rather than disrupts it; and in which innovators respect moral and ethical boundaries rather than cross them. We all have the opportunity to contribute to developing new frameworks that advance progress. |
| 3 pillars of dual language: Language Connections Toby Fulwiler, Art Young, 1982 Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL) |
| 3 pillars of dual language: Multilingual Higher Education Christa van der Walt, 2013-04-08 This book argues that a multilingual approach to higher education is imperative in an increasingly globalised education environment. Higher education cannot afford a narrow focus on English language proficiency; this book addresses the need to acknowledge other languages explicitly in classroom instruction and student learning to improve student success, to widen access and to internationalise institutions. |
| 3 pillars of dual language: Rethinking Bilingual Education Elizabeth Barbian, 2017 In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket. |
| 3 pillars of dual language: The Bilingual Brain Albert Costa, 2020-01-30 'Fascinating. . . This engaging book explores just how multiple languages are acquired and sorted out by the brain. . . Costa's work derives from a great fund of knowledge, considerable curiosity and solidly scientific spirit' Philip Hensher Spectator The definitive study of bilingualism and the human brain from a leading neuropsychologist Over half of the world's population is bilingual and yet few of us understand how this extraordinary, complex ability really works. How do two languages co-exist in the same brain? What are the advantages and challenges of being bilingual? How do we learn - and forget - a language? In the first study of its kind, leading expert Albert Costa shares twenty years of experience to explore the science of language. Looking at studies and examples from Canada to France to South Korea, The Bilingual Brain investigates the significant impact of bilingualism on daily life from infancy to old age. It reveals, among other things, how babies differentiate between two languages just hours after birth, how accent affects the way in which we perceive others and even why bilinguals are better at conflict resolution. Drawing on cutting-edge neuro-linguistic research from his own laboratory in Barcelona as well from centres across the world, and his own bilingual family, Costa offers an absorbing examination of the intricacies and impact of an extraordinary skill. Highly engaging and hugely informative,The Bilingual Brain leaves us all with a sense of wonder at how language works. Translated by John W. Schwieter |
| 3 pillars of dual language: Living, Learning, and Languaging Across Borders Tatyana Kleyn, Tim Porter, 2021-09-30 Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels. The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences. Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students. |
| 3 pillars of dual language: Improving Education for Multilingual and English Learner Students , 2020-11 |
| 3 pillars of dual language: Educating English Language Learners Fred Genesee, Kathryn Lindholm-Leary, Bill Saunders, Donna Christian, 2006-01-16 The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research. |
| 3 pillars of dual language: Handbook of Early Language Education Mila Schwartz, 2022-03-31 This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school. |
| 3 pillars of dual language: Teaching for Biliteracy Karen Beeman, Cheryl Urow, 2022 |
| 3 pillars of dual language: Dual Language Bilingual Education Kathryn I. Henderson, Deborah K. Palmer, 2020-04-15 This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education. |
| 3 pillars of dual language: Dual Language Instruction from A to Z Else V. Hamayan, Fred Genesee, Nancy Cloud, 2013 In this comprehensive guide to developing, implementing, and improving dual-language programs, internationally recognized experts Else Hamayan, Fred Genesee and Nancy Cloud address every aspect of a successful dual-language program, including: specific strategies for building community support for the program guidance for choosing a program model and planning curriculum across grade levels best-practice teaching strategies that promote content learning and language development guidelines for assessment and linking assessment to standards commentary from teachers, administrators, and instructional supervisors currently working within vibrant and successful dual-language programs helpful discussions of current research in the realm of dual-language instruction. Whether you are with a school or district considering or putting together a dual-language program or you are looking to improve an existing program, let Dual Language Instruction from A to Z be your roadmap to excellence. To preview a sample of Dual Language Instruction from A to Z click here. |
| 3 pillars of dual language: An Educator's Guide to Dual Language Instruction Leslie Davison, Gayle Westerberg, 2024-03-15 Comprehensively updated, the second edition is a user- friendly resource for teachers and administrators to ensure their school’s success in implementing and maintaining a dual language program. The book is filled with step-by-step instructions and strategies you can try immediately. The second edition includes key updates on technology, digital resources, and current demographics, standards, and data. Educators will learn how to choose a model for their dual language program involving all stakeholders in the transition process, set proficiency targets and use assessments to track progress, and much more. |
| 3 pillars of dual language: Encyclopedia of Language and Education Stephen May, Ofelia Garcia, Angel M. Y. Lin, 2017-03-15 In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008. |
| 3 pillars of dual language: Collaboration and Co-Teaching for Dual Language Learners Joan Lachance, Andrea Honigsfeld, 2022-12-13 Teaching dual language learners? You’re not alone! When implemented with commitment to collaboration, dual language programs work—and two teachers are better than one. Leveraging the power of teacher collaboration is the key to leading all your students to multilingual identity development and language, literacy, and academic success. This practical book adapts a widely used, evidence-based collaboration and co-teaching framework specifically for educators in dual language contexts. Features include: Special consideration to social justice and promoting critical consciousness Viable options for schools, districts, and state education agencies to effectively support and expand dual language education Seven proven co-teaching models, newly applied to elementary and secondary dual language environments Templates and tools for collaborative curriculum alignment and implementation of dual language instruction Authentic examples of success from collaborative dual language teams around the US and beyond More and more schools are implementing dual language programs to serve multilingual learners. This first-of-its-kind innovative resource helps collaborating educators work together to design, deliver, and assess engaging instruction for multilingualism and multiliteracies. |
| 3 pillars of dual language: Social Science Research Anol Bhattacherjee, 2012-04-01 This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages. |
| 3 pillars of dual language: Negotiating Identities Jim Cummins, 1996 Aimed at empowering teachers and students in a culturally diverse society, this book suggests that schools must respect student's language and culture, encourage community participation, promote critical literacy, and institute forms of assessment in order to reverse patterns of under-achievement in pupils from varying cultures. The book shows that students who have been failed by schools predominantly come from communities whose languages, cultures and identities have been distorted and devalued in the wider society, and schools have reinforced this pattern of disempowerment. |
| 3 pillars of dual language: Bilingual Education Center for Applied Linguistics, 1977 |
| 3 pillars of dual language: Foundations for Multilingualism in Education Ester J. De Jong, 2011 |
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带圈圈的序号1到30 - 百度知道
3、点击：开始——字体——带圈字符。 4、在弹出的对话框中选择圈号“ ”，由于数字占空间较大，要选择“增大号圈”，然后点击“确定”。 5、得到一个带号圈的“22”。按照这样的方法可以打出 …
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Aug 11, 2024 · www.baidu.com答案：www.baidu.com是百度公司的官方网站，即百度搜索引擎的网址。详细解释：一、百度公司概述百度是中国最大的互联网搜索引擎和技术公司之一，为用 …
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同比和环比的区别计算公式是什么？ - 百度知道
同比和环比的区别计算公式是什么？一、同比增长计算公式：1、同比增长率＝（本期数－同期数）÷ |同期数｜×100%例子：去年3月的产值100万，今年3月的产值300万，同比增长是怎么算的？
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