This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the
This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the
This history of one of the most contentious educational issues in America examines bilingual instruction in the United States from the common school era to the recent federal involvement in the 1960s
This history of one of the most contentious educational issues in America examines bilingual instruction in the United States from the common school era to the recent federal involvement in the 1960s
This book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observ
This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds,
This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds,
