Description
Book SynopsisBiliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.
Trade ReviewThe volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume ‘framed’ by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword.
-- Joseph Lo Bianco * Language & Education Vol. 18, No 4, 2004 *
The continua model is a valuable tool for researchers, educational practitioners and policy makers who are committed to pursuing just language policies.
-- Benedicta Egbo * International Journal of Bilingual Education & Bilingualism Vol. 8 No 1, 2005 *
This varied collection provides a valuable resource for those who have a professional concern with literacy, including researchers, classroom teachers, and administrators who must make language and instructional programs choices that speak both to theoretical and practical instructional concerns.
-- Jenny Cook-Gumperz * December 2004 issue (35:4) of Anthropology & Education Quarterly. *
The value of this model is demonstrated in this book.
-- David I Hanauer * Language in Society 34:2 *
Table of ContentsJim Cummins: Foreword
Nancy H. Hornberger: Introduction
Acknowledgments
About the Authors
Part 1: Continua of Biliteracy
1 Nancy H. Hornberger: Continua of Biliteracy
2 Nancy H. Hornberger and Ellen Skilton-Sylvester: Revisiting the Continua of Biliteracy: International and Critical Perspectives
Part 2: Language Planning
3 Colin Baker: Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum
4 Carole Bloch and Neville Alexander: A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools
5 Mihyon Jeon: Searching for a Comprehensive Rationale for Two-way Immersion
Part 3: Learners’ Identities
6 Felicia Lincoln: Language Education Planning and Policy in Middle America: Students’ Voices
7 Carmen I. Mercado: Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential
8 Melisa Cahnmann: To Correct or Not to Correct Bilingual Students’ Errors is a Question of Continua-ing Reimagination
Part 4: Empowering Teachers
9 Bertha Pérez, Belinda Bustos Flores, and Susan Strecker: Biliteracy Teacher Education in the US Southwest
10 Joel Hardman: Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?
11 Diana Schwinge: Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations
Part 5: Sites and Worlds
12 Holly R. Pak: When MT is L2: The Korean Church School as a Context for Cultural Identity
13 Viniti Basu: ‘Be Quick of Eye and Slow of Tongue’: An Analysis of Two Bilingual Schools in New Delhi
Part 6: Conclusion
14 Nancy H. Hornberger: Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach
Brian Street: Afterword
Index
