Continua Of Biliteracy
Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program...
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Hornberger (education, U. of Pennsylvania) has coined the word "biliteracy" to represent the synthesis of findings from bilingualism and literacy. She presents 16 chapters, the majority penned by herself and current or past students, that explore issues of biliteracy in education, including such aspects as policy, curriculum, teacher and staff professional development, classroom interaction, student assessment, and program evaluation. All of the work is based on a theoretical framework developed by Hornberger, in which the development of biliteracy is depicted along intersecting first language-second language, receptive-productive, and oral-written language skills continua. Distributed in the US by UTP Distribution. Annotation ©2003 Book News, Inc., Portland, OR
ForewordIntroductionAcknowledgmentsAbout the Authors1Continua of Biliteracy32Revisiting the Continua of Biliteracy: International and Critical Perspectives353Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum714A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools915Searching for a Comprehensive Rationale for Two-way Immersion1226Language Education Planning and Policy in Middle America: Students' Voices1477Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential1668To Correct or Not to Correct Bilingual Students' Errors is a Question of Continua-ing Reimagination1879Biliteracy Teacher Education in the US Southwest20710Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?23211Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations24812When MT is L2: The Korean Church School as a Context for Cultural Identity26913'Be Quick of Eye and Slow of Tongue': An Analysis of Two Bilingual Schools in New Delhi29114Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach315Afterword340Index363
