Description
Book SynopsisBased on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?
Trade ReviewThe numerous rich examples of more and less effective strategies and practices within a variety of instructional contexts make this book essential reading for educators, parents, students and researchers interested in second language education. DePalma’s findings will have important implications for program design, interventions, curriculum and instructional practices in second language learning programs.
-- Kathryn Lindholm-Leary, Ph.D., San Jose State University, USA
Recommended.
-- L. Lockard, Northern Arizona University * Choice, March 2011 Vol. 48 No. 07 *
Table of Contents1. The Promise and Realities of Two-Way Instruction (TWI)
2. The Pragmatics of TWI Instruction: A Closer Look at What Really Happens
3. From Teaching Philosophies to Classroom Design
4. Making Sure They Don’t “Give it Away”: Keeping Spanish Alive
5. Daily Rituals and Routines: Safety in the Familiar
6. (Spanish) Language Arts: Participating in the Narrative
7. Tables Time: Language in Activity
8. Housekeeping and Blocks Centers: Keeping them Talking
9. Implications: Real Practices behind the Ideal Model
