Foundations of Dual Language Instruction, The, 6th edition
Published by Pearson (February 1, 2012) © 2013
- Judith Lessow-Hurley
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Students see how theory relates to practice in the In Your Classroom feature that provides suggestion for uses in K-12 classrooms.
Students see how language defines cultural and personal identity—and the need for empowering English language learners through primary language instruction— through the text’s emphasis on the role of language in culture.
Government policies and legislation are covered in a manner that shows students how they relate the issues to today’s classrooms in Chapter 9, “Legal Foundations of Dual Language Instruction.”
The implications of No Child Left Behind on the instruction of second language learners is included to update students on the impact of this important law.
Readers have numerous opportunities for reinforcement of the concepts and ideas through a number of outstanding features and pedagogical aids:
· Discussion questions and critical thinking activities at the end of each chapter help students confront their own stereotypes.
· Thought-provoking illustrative material makes theoretical assumptions more accessible.
· Annotated bibliographies and an end-of-book Appendix on Technology Resources give students access to material beyond the scope of the book.
The Sixth Edition includes updated references, an expanded section on assessment and recent developments in standards-based assessment, and a new section in each chapter highlighting web and media resources. A new reorganization begins the book with considerations of political and policy issues that set context for the discussion of programs and instruction that follow.
Readers get better coverage of the needs of L2 learners through a new chapter reorganization that sets context.
A better focus for readers is accomplished through key questions at the beginning of each chapter that frame the book in terms of learning objectives.
Readers get the most up-to-date information available through updated references and research presented in every chapter.
Familiarity with Sheltered Instruction Observation Protocol (SIOP) and how it is used in classrooms to support effective instruction for L2 learners is enhanced for readers through the updated information in Chapter 7 on program models and instructional strategies, with particular emphasis on SIOP.
Links to sources of up-to-date information are plentiful in each chapter through the addition of web and media resources.
Pre-service teachers are familiarized with current developments with information on World-Class Instructional Design and Assessment standards (WIDA) and new consortia that are focusing on proficiency testing (Chapter 8).
Teachers are introduced to the social and structural dimensions of the achievement gap and learn how they can foster student success through expanded understanding and reflections on their roles.
Chapter 1 — National Unity and Diversity and the Languages We Speak
Introduction
Key Questions
Changing Demographics
Immigration
Immigration: A Historical Perspective
Other Demographic Factors
Implications for Teachers
A Changing National Narrative
Unity, Diversity and Language
Language Parochialism
Language Elitism
Language Restrictionism
Implications for Schooling
Restrictions on Bilingual Programs
Outcomes
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 2 — Historical and International Perspectives on Language Education
Introduction
Key Questions
Historical Perspectives
The Ancient World
The Modern World
Dual Language Instruction in the United States: A History
The Nineteenth Century
The Twentieth Century
Multilingualism in the U.S.: Looking Forward
Language Planning, Language Policy and Schooling
Language Suppression
Language Revitalization
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 3 — Aspects of Language
Introduction
Key Questions
The Study of Language
What Is Language?
Subsystems of Language
The Phonological System
The Morphological System
Syntax
Semantics
Pragmatics
Other Aspects of Communication
Implications for Teachers
Language Attitudes
Are Some Languages Better Than Others?
Are Some Languages More Expressive Than Others?
Language Varieties
Standard
Dialect
Pidgins and Creoles
Register
Is It Slang?
More Than One Language
What Is Bilingualism?
Code-Switching
Bilingualism: A Handicap or a Talent?
The Ebonics Debate
Language Loss
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 4 — Language Development
Introduction
Key Questions
First Language Development: Memorizing or Hypothesizing?
Rule Finding
First language Development and Comprehensible Input
Child-Directed Speech
The Social and Cultural Contexts of Language Acquisition
Input Modification
Order of Acquisition
Children as Sociolinguists
Second Language Acquisition
The Effect of Age
The Effect of Personality
The Social Factors
Integrative Models of Second Language Acquisition
The Acquisition-Learning Distinction
Language Learners and Language Speakers Interact
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 5 — Dual Language Program Models
Introduction
Key Questions
What Is a Program Model?
Transitional Program Models
What Is the Goal of a Transitional Program?
Transitional Programs: A Lot Better Than Nothing
Maintenance and Enrichment Programs
Immersion Programs
The Results of Immersion: The Canadian Experience
Immersion Programs in the United States
Dual Language Instruction in Private Schools
Bilingual Teachers
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 6 — Primary Language Instruction for English Learners
Introduction
A Rationale for Primary Language Instruction
Transfer of Concepts and Skills
How Does Transfer Work?
Primary Language Development and Second Language Acquisition
Students Need to Develop CALP
Effects of Bilingualism on Achievement
Primary Language Instruction and Self-Concept
Overall, What Does the Research Indicate?
If Primary Language Instruction, Then How?
Separation of Languages
Concurrent Translation
Preview-Review
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 7 — Second Language Instruction
Introduction
Key Questions
A Note About Terminology
Early Viewpoints on Second Language Instruction
The Search for Alternative Approaches
Modern Approaches to Second Language Instruction
The Audiolingual Approach
Other Recent Approaches
Modifying Instruction for Second Language Learners
Academic Language
Linking Language to Content: A Rationale
Linking Language to Content: How?
Sheltered Instruction Observation Protocol (SIOP)
Literacy and Biliteracy
What is Literacy?
Biliteracy
How Can Teachers Support Biliteracy?
Literacy and the Second Language Learner
How Can Schools Promote Biliteracy?
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 8 — Assessment and English Learners
Introduction
Testing Second Language Learners: General Issues
Reliability
Validity
Content Bias
Can You Eliminate Content Bias Using Translation?
Construct Bias
Procedure
Norming
Language Proficiency
What is Language Proficiency?
Models of Language Proficiency
Academic Language Proficiency
How is Language Proficiency Assessed?
Standards-based Language Proficiency Assessment
The Need for Multidimensional Approaches to Assessment
Standardized Achievement Testing
Diagnostic Testing for Placement in Special Programs
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 9 — Legal Foundations of Dual Language Instruction
Introduction
Key Questions
The Historical Context for Dual Language Instruction: World War II and Beyond
World War II and Foreign Language Instruction
World War II and Civil Rights
Brown v. the Board of Education (1954)
Who Governs Education?
Federal Involvement in Education
The Bilingual Education Act (Title VII)
Discretionary Funding
Title VII and Policy
Lau v.Nichols (1974)
Interpretation of Lau
Effects of Lau
Equal Educational Opportunities Act of 1974
No Child Left Behind
NCLB Funding
NCLB Pros and Cons
State Laws Regarding Bilingual Education
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 10 — Aspects of Culture
Introduction
What Is Culture?
What Are the Key Characteristics of Culture?
Culture is Dynamic
Culture is Creative
Culture is Continuous
Culture is Learned
Culture is Shared
Culture is a Struggle for Survival
How Is Culture Manifested?
Clothing and Decoration
Housing
Time Orientation
Spatial Orientation
Culture and Language
What is Multicultural Education?
What is the Connection Between Bilingual Education and Multicultural Education?
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Chapter 11 — Culture, Schooling and Achievement
Introduction
Key Questions
Explaining the Achievement Gap: Four Approaches
Genetic Inferiority
Cultural Deficit
Cultural Mismatch
Contextual Interaction
Status, Power and School Success
Contextual Interaction as a Solution to Differential Achievement
What Teachers Can Do
Summary
Questions to Think About and Discuss
Activities
Suggestions for Further Reading
Web and Media Resources
Judith Lessow-Hurley is a professor in the Elementary Education Department at San Jose State University. Her areas of expertise are bilingual and multicultural education. She works primarily with pre-service teachers, most of whom teach significant numbers of second language learners from linguistically and culturally diverse backgrounds. Professor Lessow-Hurley has worked with professional educators across the country and internationally. Along with her expertise in the education of English language learners, she has studied religious diversity in the context of First Amendment protections for religious freedoms in a pluralist democracy. She is also the author of Meeting the Needs of Second Language Learners (ASCD, 2002).
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