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Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education

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  • Donald Z. Osborn
    This title seems to be an important contribution to understanding of approaches to achieving multi/bilingual literacy in a school setting. Any further info or
    Message 1 of 1 , Jun 28, 2004
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      This title seems to be an important contribution to understanding of approaches
      to achieving multi/bilingual literacy in a school setting. Any further info or
      reviews of the publication would be most welcome... DZO


      Date: Wed, 28 Apr 2004 15:26:11 -0400 (EDT)
      From: Susan.Barker <Susan.Barker@...>
      Subject: Becoming Biliterate: Perez


      Title: Becoming Biliterate
      Subtitle: A Study of Two-Way Bilingual Immersion Education

      Publication Year: 2004
      Publisher: Lawrence Erlbaum Associates
      http://www.erlbaum.com/

      Author: Bertha Perez, University of Texas, San Antonio

      Hardback: ISBN: 0805846786, Pages: 256, Price: U.S. $: 69.95


      Abstract:

      This book describes the development process and dynamics of change in the course
      of implementing a two-way bilingual immersion education program in two school
      communities. The focus is on the language and literacy learning of
      elementary-school students and on how it is influenced by parents, teachers,
      and policymakers. PĂ©rez provides rich, highly detailed descriptions, both
      quantitative and qualitative, of the change process at the two schools
      involved, including student language and achievement data for five years of
      program implementation that were used to test the basic two-way bilingual
      theory, the specific school interventions, and the particular classroom
      instructional practices.

      The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion
      Education is to provide a comprehensive description of contextual and
      instructional factors that might help or hinder the attainment of successful
      literacy and student outcomes in both languages. The study has broad
      theoretical, policy, and practical instructional relevance for the many other
      U.S. school districts with large student populations of non-native speakers of
      English.

      This volume is highly relevant for researchers, teacher educators, and graduate
      students in bilingual and ESL education, language policy, linguistics, and
      language education, and as a text for master's- and doctoral-level classes in
      these areas.


      Lingfield(s): Applied Linguistics
      Second Language (Anthropological Linguistics)

      Written In: English (Language Code: English)

      See this book announcement on our website:
      http://linguistlist.org/get-book.html?BookID=9871
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