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536Book: Education of Language Minority Immigrants in the US

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  • Don Osborn
    Sep 4, 2009
    • 0 Attachment
      FYI. This book includes discussion of bilingual education. The context is
      groups in the US speaking languages other than English. (seen on
      lgpolicy-list [group on language policy])...


      The Education of Language Minority Immigrants in the United States
      Edited by: Terrence G Wiley
      Jin Sook Lee
      Russell W. Rumberger


      Format: Paperback (pp: 296) ISBN: 1-84769-210-9
      Publication date: 01 Oct 2009 13 Digit ISBN: 978-1-84769-210-8

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      Summary:
      "The Education of Language Minority Immigrants in the United States" draws
      from quantitative and qualitative research methodologies to inform
      educational policy and practice. It is based on cutting-edge research and
      policy analyses from a number of well-known experts on immigrant language
      minority education in the USA. The collection includes contributions on the
      acquisition of English, language shift, the maintenance of heritage
      languages, prospects for long-term educational achievement, how family
      background, economic status, and gender and identity influence academic
      adjustment and achievement, challenges for appropriate language testing and
      placement, and examples of advocacy action research. It concludes with a
      thoughtful commentary aimed at broadening our understanding of the need to
      provide quality immigrant language minority education within the context of
      globalization. This collection will be of value to students and researchers
      interested in promoting educational equity and achievement for immigrant
      language minority students.

      Review:
      This is an important volume with immediate implications for educators and
      policy makers. Co-edited by three leading scholars in the field of language
      minority education, The Education of Language Minority Immigrants in the
      United States will be a valuable resource in graduate courses in language
      policy, sociology and anthropology of education, and multicultural
      education; and will be of particular interest to researchers of bilingual
      education and policy studies. A key strength of this book is its
      interdisciplinarity, bringing experts from diverse fields ranging from
      applied linguistics to sociology to economics. A further strength of the
      book is its judicious presentation of both large-scale quantitative studies
      and in-depth ethnographic investigations. I recommend it to all researchers,
      educators, and policy makers who are concerned with the education of
      language minority students.

      Professor Sarah J. Shin, University of Maryland Baltimore County


      Author Biography:
      Terrence G. Wiley is Professor of Education and Applied Linguistics in the
      Mary Lou Fulton Institute and Graduate School of Education at Arizona State
      University. He received his Ph.D. University of Southern California and
      holds MAs in Linguistics and Asian Studies. His research and teaching have
      focused on applied linguistics, language policy, English and globalization,
      language and immigration, bilingual education and bilingualism, heritage and
      community languages, as well as English as a second language, and he has
      lectured widely on these topics internationally. Professor Wiley is
      co-founder and co-editor the Journal of Language, Identity, and Education
      (Taylor & Francis/Routledge). He is author of Literacy and Language
      Diversity in the United States (Center for Applied Linguistics).

      Jin Sook Lee is an Assistant Professor in the Gevirtz Graduate School of
      Education at the University of California, Santa Barbara. She received her
      PhD in Education from Stanford University and an MA degree in Linguistics
      from Yonsei University in Korea. Her research focuses on the educational
      processes of immigrant children, in particular as they pertain to the
      understanding of the cultural, sociopolitical, and sociopsychological
      factors that influence and shape their language learning and development.
      She is an active member of the American Educational Research Association and
      the American Association of Applied Linguistics and serves on the editorial
      board of the International Multilingual Research Journal (Taylor & Francis).
      She is a recipient of the Foundation for Child Development Young Scholars
      Award.

      Russell W. Rumberger is Professor of Education in the Gevirtz Graduate
      School of Education at the University of California (UC) Santa Barbara and
      for ten years served as Director of the UC Linguistic Minority Research
      Institute (UC LMRI), a UC multi-campus research unit that fosters
      interdisciplinary research to improve academic achievement of children from
      diverse language backgrounds. He received a Ph.D. in Education and a M.A. in
      Economics from Stanford University. He has published widely on education and
      work; the schooling of disadvantaged students, particularly school dropouts
      and linguistic minority students; school effectiveness; and education
      policy. He is directing the California Dropout Research Project to develop a
      state policy agenda to improve California's high school graduation rate
      (http://lmri.ucsb.edu/dropouts/).

      http://www.multilingual-matters.com/display.asp?K=9781847692108&sf_01=lcode&
      st_01=40793&new=90&sort=sort_multi/d&ds=New+Books:+Multilingual+Matters+Titl
      es+Due+to+be+Published+in+the+Next+3+Months&m=14&dc=15
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