Advertisement
| dual language and asian studies: 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. |
| dual language and asian studies: Mandarin Chinese Dual Language Immersion Programs Ko-Yin Sung, Hsiao-Mei Tsai, 2019-06-05 This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide. |
| dual language and asian studies: The Bilingual Revolution Fabrice Jaumont, 2017-08-28 The Bilingual Revolution is a collection of inspirational vignettes and practical advice that tells the story of the parents and educators who founded dual language programs in New York City public schools. The book doubles as a how to manual for setting up your own bilingual school and, in so doing, launching your own revolution. |
| dual language and asian studies: The Bilingual Revolution Fabrice Jaumont, 2017 The Bilingual Revolution is a collection of inspirational vignettes and practical advice that tells the story of the parents and educators who founded dual language programs in New York City public schools. The book doubles as a how to manual for setting up your own bilingual school and, in so doing, launching your own revolution. |
| dual language and asian studies: 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. |
| dual language and asian studies: The Global-Local Interface and Hybridity Rani Rubdy, Lubna Alsagoff, 2013-11-29 The chapters in this volume seek to bring hybrid language practices to the center of discussions about English as a global language. They demonstrate how local linguistic resources and practices are involved in the refashioning of identities in a variety of cross-cultural and geographical contexts, and illustrate hybridity as an enactment of resistance and creativity. Drawing on a variety of disciplines and ideological perspectives, the authors use contexts as diverse as social media, Bollywood films, workplaces and kindergartens to explore the ways in which English has become a part of localities and social relations in ways that are of significant sociolinguistic interest in understanding the dynamics of mobile cultures and transcultural flows. |
| dual language and asian studies: Transforming Schooling for Second Language Learners Mariana Pacheco, P. Zitlali Morales, Colleen Hamilton, 2019-02-01 The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities. |
| dual language and asian studies: 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. |
| dual language and asian studies: Preparing English Learners for College and Career María Santos, Martha Castellón Palacios, Tina Cheuk, Rebecca Greene, Diana Mercado-Garcia, Lisa Zerkel, Kenji Hakuta, Renae Skarin, 2018 How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? This valuable book profiles six high-performing high schools that had a singular focus on improving the educational outcomes of English learners. The authors use these case studies to identify a comprehensive set of design elements and shared values that were key factors in yielding extraordinary results. These include a school-wide language development framework that integrates content, analytical practices, and language learning; a broad and dynamic view of assessment practices; intensive social-emotional support for students and their families; and mission-driven staff and leadership that maximize learning opportunities across classrooms. The practices employed in these schools are not only essential for English learners’ success but, as the performance data shows, they also benefit all students. “This is my kind of change book: clear and deep; causes one to think; and inspires the reader to what may be possible on a wide scale.” —From the foreword by Michael Fullan, professor emeritus, University of Toronto “The schools featured in this set of beautifully drawn case studies reveal how they managed to beat the odds for their students—and there is much to learn by looking closely at what made them so effective.” —Lilly Wong Fillmore, professor, University of California, Berkeley “This book is a rich resource for all educators driven to ensure that all multilingual learners are ready for college and career.” —Angélica Infante-Green, deputy commissioner, New York State Education Department |
| dual language and asian studies: Pathways to Multilingualism Tara Williams Fortune, Diane J. Tedick, 2008 Aimed at facilitating cross-context dialogue & knowledge exchange, this volume brings together an international roster of scholars to offer theoretical perspectices, research reviews & empirical studies on teaching, learning & language development in immersion education. |
| dual language and asian studies: The Handbook of Dual Language Bilingual Education Juan A. Freire, Cristina Alfaro, Ester de Jong, 2023-09-29 This handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sections—theoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparation—the volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education. |
| dual language and asian studies: Teaching Dual Language Learners Lisa M. López, Mariela Páez, 2020-08 Teaching Dual Language Learners is a practical guide to help early childhood educators understand the needs of and provide instruction for young dual language learners in their classroom-- |
| dual language and asian studies: Research Anthology on Bilingual and Multilingual Education Management Association, Information Resources, 2021-10-29 Given the boost in global immigration and migration, as well as the emphasis on creating inclusive classrooms, research is turning to the challenges that teachers face with the increasing need for bilingual and multilingual education. The benefits of bilingual education are widespread, allowing students to develop important cognitive skills such as critical thinking and problem solving as well as opening further career opportunities later in life. However, very few resources are available for the successful practice and implementation of this education into the curriculum, with an even greater lack of appropriate cultural representation in the classroom. Thus, it is essential for educators to remain knowledgeable on the emerging strategies and procedures available for making bilingual and multilingual education successful. The Research Anthology on Bilingual and Multilingual Education is a comprehensive reference source on bilingual and multilingual education that offers the latest insights on education strategy and considerations on the language learners themselves. This research anthology features a diverse collection of authors, offering valuable global perspectives on multilingual education. Covering topics such as gamification, learning processes, and teaching models, this anthology serves as an essential resource for professors, teachers, pre-service teachers, faculty of K-12 and higher education, government officials, policymakers, researchers, and academicians with an interest in key strategy and understanding of bilingual and multilingual education. |
| dual language and asian studies: 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. |
| dual language and asian studies: Preparing English Learners for College and Career Maria Santos, Martha Castellon Palacios, Tina Cheuk, Rebecca Greene, Diana Mercado-Garcia, Lisa Zerkel, Kenji Hakuta, Renae Skarin, 2018-06-22 How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? Profiling six high-performing high schools, the authors identify design elements and shared values that were key factors in yielding extraordinary results. |
| dual language and asian studies: Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning JOHANNE. GENESEE PARADIS (FRED. CRAGO, MARTHA.), Fred Genesee, Martha Crago, 2021-03 Updated with the latest research, this third edition of the bestselling textbook prepares SLPs and educators to support young children who are dual language learners and make informed decisions about assessment and intervention when a disorder is present. |
| dual language and asian studies: Co-Teaching and Other Collaborative Practices in The EFL/ESL Classroom Andrea Honigsfeld, Maria G. Dove, 2012-05-01 Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively. With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions. |
| dual language and asian studies: America's Bilingual Century Steve Leveen, 2021-01-04 How can Americans make our country stronger, kinder, smarter? By marshaling our enviable can-do ethic and learning another language. We can do it, no matter what our age: author Steve Leveen chose Spanish as his adopted language in midlife. America's Bilingual Century is filled with tips for learning a language, some mechanical--like changing your phone and laptop settings to your adopted language--and some philosophical. For instance, start by having a place in your life where you'll use the language, Steve says. The where makes the how more attainable. And recognize that, as with any adoption, you do it for love, and for life--so don't fret when you're not fluent in five months. If you have kids, start them young. You'll be glad you did when you read about the explosive growth of dual language schools across the country and the significant, measurable advantages they give our young people. Steve also takes us to the top summer language immersion camps, for both children and adults. And he shares his findings from leading language scholars, teachers, sociolinguists, app creators, and bilinguals of all stripes that he discovered during his dozen years of research. Then he topples 12 myths about Americans and languages that no longer hold in this century. Like thinking the whole world speaks English (it doesn't), that being monolingual is natural (it isn't), and that Americans suck at language (quite the opposite, as he demonstrates). Here and now in the 21st century, America is embracing its many ethnic and cultural heritages. How natural, then, that we enfold the many languages that these heritages thrive on as part of that quintessentially American pursuit of happiness. If you've never thought of bilingualism as being a patriotic act, America's Bilingual Century may persuade you otherwise. Knowing a second language changes the way we perceive the world, and the way the world perceives us. English is what unites us, Steve says. Our other languages are what define and strengthen us. And even if becoming bilingual leans more toward aspiration than arrival, that's okay. The journey is as rewarding as the destination. |
| dual language and asian studies: The Historical Construction of Southeast Asian Studies Park Seung Woo, Victor T King, 2013-06-17 At a time when Southeast Asian Studies is declining in North America and Europe, this book serves to remind us of the fresh, constructive and encouraging view of the field from Asia. On behalf of Taiwan’s Southeast Asian research community, I sincerely congratulate Professors Park and King for making such a great and timely contribution to the making of Southeast Asian Studies in Asia. Hsin-Huang Michael Hsiao, Director of Institute of Sociology, Academia Sinica, and former President of Taiwan Association of Southeast Asian Studies The Historical Construction of Southeast Asian Studies: Korea and Beyond is an important and long-overdue step in the task of bringing Southeast Asian Studies to where it rightfully belongs - the Asian region. At the same time, it avoids being narrowly regionalistic and instead views Southeast Asia as an 'open system' that transcends 'national units' or 'fixed territorial categories' and welcomes the contributions of both Asian and non-Asian scholars in crafting a fresh post-colonial approach to the study of the region’s societies and peoples. - Eduardo Climaco Tadem, Professor of Asian Studies, University of the Philippines-Diliman “An insightful and systemic analysis of the intriguing trajectories, evolving themes, and multi-lingual scholarship of Southeast Asian Studies in Asia and beyond, this book serves as an important foundation in setting future research agendas as well as for closer global collaborations in knowledge production in Asian Studies.” -Liu Hong, Tan Kah Kee Professor and Chair, School of Humanities and Social Sciences, Nanyang Technological University, Singapore |
| dual language and asian studies: Social Justice through Multilingual Education Tove Skutnabb-Kangas, Robert Phillipson, Ajit K. Mohanty, Minati Panda, 2009-08-20 The principles for enabling children to become fully proficient multilinguals through schooling are well known. Even so, most indigenous/tribal, minority and marginalised children are not provided with appropriate mother-tongue-based multilingual education (MLE) that would enable them to succeed in school and society. In this book experts from around the world ask why this is, and show how it can be done. The book discusses general principles and challenges in depth and presents case studies from Canada and the USA, northern Europe, Peru, Africa, India, Nepal and elsewhere in Asia. Analysis by leading scholars in the field shows the importance of building on local experience. Sharing local solutions globally can lead to better theory, and to action for more social justice and equality through education. |
| dual language and asian studies: The Seal of Biliteracy Amy J. Heineke, Kristin J. Davin, 2020-02-01 This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education. |
| dual language and asian studies: The Education of Language Minority Immigrants in the United States Terrence G. Wiley, Jin Sook Lee, Russell W. Rumberger, 2009 This book focuses on educational language minority immigrant issues in the United States. It draws from quantitative and qualitative research methodologies to inform educational policy and practice. The contributions are grouped according to three broad themes: factors predicting language proficiency, the role of language and identity in the lives of immigrant language minority youth, and issues of educational policy related to this group. |
| dual language and asian studies: Humanizing Education for Immigrant and Refugee Youth Monisha Bajaj, Daniel Walsh, Lesley Bartlett, Gabriela Martínez, 2022 This important book offers strategies, models, and concrete ideas for better serving newcomer immigrant and refugee youth in U.S. schools, with a focus on grades 6–12. The authors present 20 strategies grouped under three categories: (1) classroom and instructional design, (2) school design, and (3) extracurricular, community, and alumni partnerships. Each chapter provides research-based information, classroom examples, tips for implementing each strategy, and additional resources. Readers will find engaging profiles of schools, students, and alumni interspersed throughout the book, offering both varied perspectives and practical advice. Humanizing Education for Immigrant and Refugee Youth will assist today’s educators, school leaders, policymakers, and scholars interested in the holistic success and well-being of immigrant and refugee students. Book Features: Practical strategies for educators and school leaders are rooted in empirical research and classroom narratives from across the United States.Multiple, real-life examples are used to illustrate each strategy.Each chapter concludes with a brief summary and recommended resources.School and student profiles demonstrate what the strategies look like in practice, as well as their benefits for students.Diverse perspectives are presented by researchers, classroom teachers, school leaders, and newcomer students. |
| dual language and asian studies: International Education at the Crossroads Deborah N. Cohn, Hilary E. Kahn, 2021-05-11 International Education at the Crossroads captures the essence and complexity of international education in an interconnected and globalized world. Written by leading scholars, international educators, and policy makers, the 26 essays in this volume take stock of the unpredictable landscape of international education and demonstrate why international higher education is more essential now than ever before. Responding to a timely global moment where education and international engagement are being redefined and practiced in new ways, the authors call for a reconsideration of paradigms and critical reflection of the entire field of international education. At the same time, the authors show how international education is an imperative for the future of learning and the world, and also, crucially, that this work cannot be done in a silo. International Education at the Crossroads offers readers a chance to join in the conversation that is as global as it is meaningful in communities, the lives of learners, and institutions around the world. International education requires that everyone the world over work together to produce new knowledge, to navigate the crossroads, and to collectively chart the directions in which the field will move into the future. |
| dual language and asian studies: 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, 2017-09-25 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. |
| dual language and asian studies: Incorporating Foreign Language Content in Humanities Courses Priya Ananth, Leah Tolbert Lyons, 2019-07-26 Incorporating Foreign Language Content in Humanities Courses introduces innovative ways to integrate aspects of foreign language study into courses containing humanities concepts. The edited collection offers case studies from various universities and across multiple languages. It serves as a useful guide to all foreign language faculty with any language expertise (as well as others interested in promoting foreign languages) for the adaptation and development of their own curricula. Infusing foreign language content into English-taught humanities courses helps promote languages as practical and relevant to students. It will be of interest to language educators, including teachers, teachers-in-training, teacher educators, and administrators. |
| dual language and asian studies: Mathematics Instruction in Dual Language Classrooms Marco A. Bravo, Kip Téllez, 2024-07-01 Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves. |
| dual language and asian studies: Bilingual Education Peter Duignan, 1998 |
| dual language and asian studies: Focusing on the Underserved Sam D. Museus, Amefil Agbayani, Doris M. Ching, 2016-10-01 Recent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success. National discourse on AAPIs among educators, policymakers and AAPI communities underscores the need for more research—including more relevant research—that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education. The book focuses on diverse topics, many of which do not appear in the current literature. The chapters are authored by an array of distinguished and emerging scholars and professionals at various universities and colleges across the nation. The authors, whose insights are invaluable in understanding the diverse issues and characteristics that affect the educational success of underserved AAPI students, and they represent the ethnicities and cultures of Cambodian, Chinese, Guamanian/Chamorro, Filipino, Hispanic, Hmong, Japanese, Korean, Laotian, Native Hawaiian, Okinawan, Samoan, Vietnamese, and multiracial Americans. The authors not only integrate theoretical concepts, statistical analyses, and historical events, but they also merge theory and practice to advocate for social justice for AAPIs and other underrepresented and underserved ethnic minority groups in higher education. |
| dual language and asian studies: Rafi and Rosi: Carnival! Lulu Delacre, 2006 Two Latin American tree frogs, mischievous Rafi and his younger sister Rosi, enjoy the events of Puerto Rico's Carnival season. |
| dual language and asian studies: Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education M. Garrett Delavan, Juan A. Freire, Kate Menken, 2024-03-12 This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education. The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. We will link to the chapters here as soon as they are available. |
| dual language and asian studies: Profiles of Dual Language Education in the 21st Century M. Beatriz Arias, Molly Fee, 2018-09-14 In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers. |
| dual language and asian studies: Critical Consciousness in Dual Language Bilingual Education Lisa M. Dorner, Deborah Palmer, Claudia G. Cervantes-Soon, Dan Heiman, Emily R. Crawford, 2022-12-13 This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas—policy, leadership, family and community engagement, teaching and teacher learning—the volume’s case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education. |
| dual language and asian studies: 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. |
| dual language and asian studies: Government Intervention and Suburban Sprawl Michael Lewyn, 2017-01-20 This book shows how suburban sprawl is at least partially a consequence of government spending and regulation, and suggests anti-sprawl policies that can make government smaller and/or less intrusive. Thus, the book responds to the widely held view that automobile-dependent suburban development (also known as “suburban sprawl”) is a natural result of the free market and of affluence, and accordingly cannot be altered without massive government regulation. |
| dual language and asian studies: Foreign Language, Area, and Other International Studies John P. Brosseau, 1980 |
| dual language and asian studies: THE EDUCATION AND DECONSTRUCTION OF MR. BLOOMBERG Sally A. Friedman, 2010-07-12 This is an exposé detailing New York City Mayor Michael Bloomberg ́s education and construction policies between 2002 and 2009 inclusive. It covers all major education issues: schools chancellor, school budget, grading of the schools, reducing class sizes, small, charter and culturally themed schools, standardized testing, school safety, overcrowding and mayoral control; and all major real estate development issues: rezoning, ULURP, self-certification, various fatal construction accidents and disasters, affordable housing, lack of construction, law enforcement, and the large projects that characterized the administration. This book features a list of abbreviations and a comprehensive index in the back. A page of the Introduction, p. 11, is crucial for understanding references made throughout the book. Therefore, it is reproduced below: “Making himself available to parents. The mayor performed the important tasks of negotiating with the unions, securing funding from the higher powers and making public relations appearances when there was good news to report. I have observed that there were three recurring themes in Mr. Bloomberg ́s modus operandi in both Education and Real Estate Development: Theme 1: He was overly optimistic. As his various education initiatives and construction projects progressed, he routinely threw around and changed numbers on standardized test scores, graduation rates, school openings, school crime rates, construction costs, creation of jobs and affordable housing units, among others, and sometimes even distorted facts outright. Theme 2: Time after time, Mr. Bloomberg asked for input from the community, or purported to, on new school openings and on construction of schools and other projects, but usually ended up hiring his cronies and ignored the community ́s wishes. Theme 3: He took advantage of legal loopholes or skirted around the law to forge ahead with his agendum. His agendum was to acquire power. Why else did he take control of the schools and overturn term limits? It was not for the money. In November 2009, Mr. Bloomberg won his third-term election bid by a narrow margin, mostly because he was still viewed as a stronger candidate than the opposing one. His power and popularity were waning, however, rocked by various investigations in recent years, including a slush-fund scandal, and corruption and sloppiness in construction that led to fatal accidents that resulted in the termination of decades-long unethical practices. Further, he was accused of being involved in various conflicts of interest and of being hypocritical on environmental and health issues. Two farmyard clichés and one generic cliché also aptly describe many occurrences during the Bloomberg administration between 2002 and 2009: Cliché 1: “Just another case of the fox guarding the henhouse” Cliché 2: “Closing the barn door after the horses have already fled” Cliché 3: “Do as I say, not as I do” The above themes and clichés are so common in my text, that I refer to their generic names; i.e., I will use the blog style, for example, “File under Theme 1” or “File under Cliché 2” when providing evidence of same. Enjoy.” |
| dual language and asian studies: Immersion Education Diane J. Tedick, Donna Christian, Tara Williams Fortune, 2011-07-05 This volume builds on Fortune and Tedick’s 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners. |
| dual language and asian studies: University of Michigan Official Publication University of Michigan, 1992 Each number is the catalogue of a specific school or college of the University. |
| dual language and asian studies: Forum , 1984 |
Dual language programs intervention report - Institute of …
Goal: Dual language programs aim to promote academic achievement, bilingualism and biliteracy, and awareness and appreciation of diverse cultures. Target population: Dual language …
Dual Language Immersion Programs The State of Current …
In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common …
Guiding Principles for Dual Language Education
In this document, the term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, …
Heritage Language Loss of Asian American Youth: Racial …
This paper draws on language policy and critical theory frameworks to deconstruct the documented heritage language loss of Asian Americans through the triangulating forces of …
Dual Language Programs in Early Learning and the Early Grades
Three Aims of this Research Brief To describe how high-quality dual language programs serving infants/ toddlers, preschoolers, and students in grades K–2 are implementing practices related …
HIGH SCHOOL FOR DUAL LANGUAGE AND ASIAN STUDIES …
New York State English as a Second Language Achievement Tests (NYSESLAT) The New York State English as a Second Language Achievement Tests are administered in grades K through …
Main Campus School - psal.org
Campus Schools: High School for Dual Language and Asian Studies Essex Street Academy Lower Manhattan Arts Academy New Design High School - Main Campus School
Lau v. Nichols revisited: unveiling dual language program
Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in …
Best Practices for Dual Language Programs in Secondary …
Two-way immersion programs are a “type of dual language (DL) program that support bilingualism and bi-literacy, grade-level academic achievement, and cross-cultural competence for native …
Dual Language Programme in Malaysian Secondary Schools: …
ce and multicultural competence (Christian, 2016; Hamman, 2018; Thomas & Collier, 2012). Dual language can enhance students’ affective, cognitive, linguistic and social perspectives, …
Implementation and impact of the dual language International ...
design multi-method research design was employed to explore how the dual language DP is being imple-mented in Japanese schools. Qualitative data gath-ering took place in five case …
Draft 2021 DLI Canvass - Asia Society
American Councils Research Center (ARC) is pleased to announce the results of a systematic national canvass of Dual Language Immersion (DLI) programs in the U.S. DLI is a type of …
310200011545 - p12.nysed.gov
DUAL LANGUAGE & ASIAN STUDIES HS School Requiring Corrective Action: A School in Need of Improvement (Year 2) that does not make AYP in the grade and subject for which it was …
The New York State Accountability Report 2011-12
SCHOOL: HS-DUAL LANGUAGE & ASIAN STUDIES SCHOOL ID: 310200011545 DISTRICT: NYC GEOG DIST # 2 - MANHATTAN Adequate Yearly Progress: In secondary-level English …
Dual Degree Program in Law and East Asian Languages and …
A dual degree in Law and East Asian Languages and Cultures opens many doors for its recipients. One can find opportunities in international trade and finance, immigration law, and …
Social Studies and the Young Learner ©2008 National Council …
Examples of Dual-Language Books f language diversity and world cultures, and tackle their fears about working with children who speak languages different from their own. Participa
Dual language programs intervention brief. - Institute of …
Goal: Dual language programs aim to promote academic achievement, bilingualism and biliteracy, and awareness and appreciation of diverse cultures. Target population: Dual language …
Mandarin Chinese dual language immersion programs
Published online: 12 May 2021. Mandarin Chinese Dual Language Immersion Programs is the first book that explores and shares dual language immersion (DLI) teaching about a non …
East Asian Languages and Civilizations: Dual Language, BA
Students will focus on two of our three language offerings to study Chinese, Japanese or Korean within the major and are welcome to take content courses about multiple countries/areas.
The Translational Turn and the Dual Pressures on Chinese …
In light of current changes to the relationship between China, the US, and the world order, this review article reads these books while attempting to think through the gains and pitfalls of the …
Dual language programs intervention report - Institute of …
Goal: Dual language programs aim to promote academic achievement, bilingualism and biliteracy, and awareness and appreciation of diverse cultures. Target population: Dual language programs …
Dual Language Immersion Programs The State of Current …
In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common …
Guiding Principles for Dual Language Education
In this document, the term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, …
Heritage Language Loss of Asian American Youth: Racial …
This paper draws on language policy and critical theory frameworks to deconstruct the documented heritage language loss of Asian Americans through the triangulating forces of institutional …
Dual Language Programs in Early Learning and the Early Grades
Three Aims of this Research Brief To describe how high-quality dual language programs serving infants/ toddlers, preschoolers, and students in grades K–2 are implementing practices related …
HIGH SCHOOL FOR DUAL LANGUAGE AND ASIAN …
New York State English as a Second Language Achievement Tests (NYSESLAT) The New York State English as a Second Language Achievement Tests are administered in grades K through 12 to …
Main Campus School - psal.org
Campus Schools: High School for Dual Language and Asian Studies Essex Street Academy Lower Manhattan Arts Academy New Design High School - Main Campus School
Lau v. Nichols revisited: unveiling dual language program
Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in …
Best Practices for Dual Language Programs in Secondary …
Two-way immersion programs are a “type of dual language (DL) program that support bilingualism and bi-literacy, grade-level academic achievement, and cross-cultural competence for native …
Dual Language Programme in Malaysian Secondary Schools: …
ce and multicultural competence (Christian, 2016; Hamman, 2018; Thomas & Collier, 2012). Dual language can enhance students’ affective, cognitive, linguistic and social perspectives, promotes …
Implementation and impact of the dual language International ...
design multi-method research design was employed to explore how the dual language DP is being imple-mented in Japanese schools. Qualitative data gath-ering took place in five case study …
Draft 2021 DLI Canvass - Asia Society
American Councils Research Center (ARC) is pleased to announce the results of a systematic national canvass of Dual Language Immersion (DLI) programs in the U.S. DLI is a type of …
310200011545 - p12.nysed.gov
DUAL LANGUAGE & ASIAN STUDIES HS School Requiring Corrective Action: A School in Need of Improvement (Year 2) that does not make AYP in the grade and subject for which it was …
The New York State Accountability Report 2011-12
SCHOOL: HS-DUAL LANGUAGE & ASIAN STUDIES SCHOOL ID: 310200011545 DISTRICT: NYC GEOG DIST # 2 - MANHATTAN Adequate Yearly Progress: In secondary-level English language …
Dual Degree Program in Law and East Asian Languages and …
A dual degree in Law and East Asian Languages and Cultures opens many doors for its recipients. One can find opportunities in international trade and finance, immigration law, and other related …
Social Studies and the Young Learner ©2008 National Council …
Examples of Dual-Language Books f language diversity and world cultures, and tackle their fears about working with children who speak languages different from their own. Participa
Dual language programs intervention brief. - Institute of …
Goal: Dual language programs aim to promote academic achievement, bilingualism and biliteracy, and awareness and appreciation of diverse cultures. Target population: Dual language programs …
Mandarin Chinese dual language immersion programs
Published online: 12 May 2021. Mandarin Chinese Dual Language Immersion Programs is the first book that explores and shares dual language immersion (DLI) teaching about a non-alphabetical...
East Asian Languages and Civilizations: Dual Language, BA
Students will focus on two of our three language offerings to study Chinese, Japanese or Korean within the major and are welcome to take content courses about multiple countries/areas.
The Translational Turn and the Dual Pressures on Chinese …
In light of current changes to the relationship between China, the US, and the world order, this review article reads these books while attempting to think through the gains and pitfalls of the …
