LEARNING IN TWO LANGUAGES: From Conflict To Consensus By Gary Imhoff 1990 HC/DJ

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Estado
Como nuevo
Libro en perfecto estado y poco leído. La tapa no tiene desperfectos y si procede, con sobrecubierta para las tapas duras. Incluye todas las páginas sin arrugas ni roturas. El texto no está subrayado ni resaltado de forma alguna, y no hay anotaciones en los márgenes. Puede presentar marcas de identificación mínimas en la contraportada o las guardas. Muy poco usado. Consulta el anuncio del vendedor para obtener más información y la descripción de cualquier posible imperfección. Ver todas las definiciones de estadose abre en una nueva ventana o pestaña
Notas del vendedor
“Like new condition...”
Country/Region of Manufacture
United States
Features
Dust Jacket
Subject
Bilingual Education
Level
Advanced
ISBN
9780887383199
Categoría

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Product Identifiers

Publisher
Routledge
ISBN-10
088738319X
ISBN-13
9780887383199
eBay Product ID (ePID)
20038738605

Product Key Features

Number of Pages
328 Pages
Language
English
Publication Name
Learning in Two Languages : from Conflict to Consensus in the Reorganization of Schools
Publication Year
1990
Subject
Minority Studies, Bilingual Education, Special Education / General, General, Public Policy / Social Policy
Type
Textbook
Subject Area
Political Science, Social Science, Education
Author
Gary Imhoff
Format
Hardcover

Dimensions

Item Weight
24.9 Oz
Item Length
1 in
Item Width
1 in

Additional Product Features

Intended Audience
College Audience
LCCN
90-031710
Reviews
"An excellent collection of papers dealing with the widely debated issue of bilingual education... The book is especially useful for libraries supporting upper-division undergraduate and graduate students, faculty, and administrators involved in teacher education programs." --P. Anand, Choice
Dewey Edition
20
Illustrated
Yes
Dewey Decimal
371.97/00973
Synopsis
After being off the public agenda for a decade, the subject of bilingual education is once again at the center of public debate. Assumptions about the values of cultural pluralism and the rise of the "unmeltable ethnics" so dominant for the last twenty years have met a renewed public affirmation of the value of assimilation.In the United States "bilingual education" refers to programs that emphasize students' home languages and culture; teach academic subject matter in students' home languages; and introduce English into the curriculum at a deliberate pace. Students in such programs are generally members of immigrant groups and racial and ethnic minorities, and they usually come from lower-class economic backgrounds.Over the years, a number of different objectives have been advanced for bilingual education programs. In the 1960s and early 1970s, educators believed that these programs should be evaluated by students' linguistic proficiency and progress on standardized tests. More recently, advocates have promoted more subjective measures, such as students' enhanced sense of well-being and self-esteem. And yet others argue that the real goals of bilingual education should be social change and economic redistribution, and that programs should be evaluated by these long-range goals.The conference that gave rise to the essays in this volume was the first national symposium at which advocates and critics of bilingual education confronted each other's arguments face-to-face. These essays address the objectives by which bilingual education should be evaluated; the administrative practices by which programs are run; and the latest research findings on the effectiveness of bilingual education. Authors include Henry Trueba, Rudolph Troike, James Banks, Joshua Fishman, and Christine Rossell.Learning in Two Languages will interest educators and policy researchers, students of ethnic relations, and others concerned about the future direction of U.S. educational policies in this controversial area., After being off the public agenda for a decade, the subject of bilingual education is once again at the center of public debate. Assumptions about the values of cultural pluralism and the rise of the unmeltable ethnics so dominant for the last twenty years have met a renewed public affirmation of the value of assimilation.In the United States bilingual education refers to programs that emphasize students' home languages and culture; teach academic subject matter in students' home languages; and introduce English into the curriculum at a deliberate pace. Students in such programs are generally members of immigrant groups and racial and ethnic minorities, and they usually come from lower-class economic backgrounds.Over the years, a number of different objectives have been advanced for bilingual education programs. In the 1960s and early 1970s, educators believed that these programs should be evaluated by students' linguistic proficiency and progress on standardized tests. More recently, advocates have promoted more subjective measures, such as students' enhanced sense of well-being and self-esteem. And yet others argue that the real goals of bilingual education should be social change and economic redistribution, and that programs should be evaluated by these long-range goals.The conference that gave rise to the essays in this volume was the first national symposium at which advocates and critics of bilingual education confronted each other's arguments face-to-face. These essays address the objectives by which bilingual education should be evaluated; the administrative practices by which programs are run; and the latest research findings on the effectiveness of bilingual education. Authors include Henry Trueba, Rudolph Troike, James Banks, Joshua Fishman, and Christine Rossell.Learning in Two Languages will interest educators and policy researchers, students of ethnic relations, and others concerned about the future direction of U.S. educational policies in this controversial area.
LC Classification Number
LC3731.L43 1990

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