Whole Language and the Bilingual Learner PDF Download

Author: Angela Carrasquillo
Publisher: Praeger
ISBN: 9780893918613
Category : Language Arts & Disciplines
Languages : en
Pages : 244

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Book Description
In this book, authors mesh two philosophies about language: the whole language approach that is sweeping across reading/learning and current theory of language acquisition pervading the bilingual community. The thrust of most bilingual research is that the learner should learn in his own language using natural approaches and then learn English as a second language. Typically, much of the instruction in languages other than English have used rote methods. This book shows how one would learn using an integrated and literacy-based approach to language acquisition and development.

Author: Yvonne S. Freeman
Publisher: Heinemann Educational Publishers
ISBN:
Category : Education
Languages : en
Pages : 276

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Book Description

Author: Kathryn F. Whitmore
Publisher: Stenhouse Publishers
ISBN: 1571100024
Category : Education, Bilingual
Languages : en
Pages : 285

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Book Description
What are the patterns of teaching and learning that make a classroom holistic? How do children invent oral and written language? How do they create the culture and curriculum of a classroom? How does the spirit of community and collaboration develop among children and teachers? What are the relationships between literacy, schooling, and socialization as they form among the children? These are a few of the broad questions that Kathy Whitmore and Caryl Crowell answer in this absorbing portrait of Caryl's third-grade classroom, "the Sunshine Room." Over the span of a school year, we watch the students in this bicultural classroom within a bilingual, working-class neighborhood work and develop together as a community of learners. It is the story of how the Sunshine Room, like many whole language classrooms, invents itself; and how in this process the children themselves are continually inventing oral and written language, culture, and curriculum. In two separate collaborative voices, the authors carry readers through several critical events in the life of the classroom: the process through which the children and the teachers negotiate the curriculum, the creation of a theme study about the Middle Ages, and a vicarious experience of the Middle East war through children's literature and discussions. On an individual level, the deep friendship between Seaaira, an English-speaking child from the volunteer community, and Lolita, a bilingual Latina from the barrio, is symbolic of the bicultural experience fostered in the Sunshine Room.

Author: Yvonne S. Freeman
Publisher: Heinemann Educational Books
ISBN: 9780325011363
Category : Education
Languages : en
Pages : 0

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Book Description
Teaching secondary students in the content areas is hard enough under the best of circumstances. When students are not well prepared academically and also lack academic literacy skills, the challenge can seem overwhelming. Fortunately, the Freemanshelp secondary content-area teachers provide these students with the academic support they very desperately need. -Robert J. Marzano Coauthor of Building Academic Vocabulary Many middle school and high school students are recent immigrants or long-term English language learners who struggle with the academic language needed to read content-area textbooks and write papers for their classes. Likewise, many native speakers of English find content-area classes a challenge. Secondary teachers have little time to teach academic reading and writing skills because they must cover a great deal of content in their social studies, science, math, or language arts classes. Academic Language for English Language Learners and Struggling Readers provides the information busy secondary teachers need to work effectively with English learners and struggling readers. It reports current research to answer key questions: Who are our older English language learners and struggling readers? What is academic language? How can middle and high school teachers help students develop academic language in the different content areas? This comprehensive and readable text by Yvonne and David Freeman (authors of Essential Linguistics) synthesizes recent demographic data on the kinds of English language learners and struggling readers who attend middle and high schools in increasing numbers. They flesh out the statistics with stories of students from different backgrounds. Then the Freemans examine academic language at different levels: the text level, the paragraph level, the sentence level, and the word level. For each, they provide examples of academic language and specific strategies teachers can use as they teach language arts, science, math, and social studies. They also analyze content-area textbooks, pointing out the difficulties they pose for students and suggesting ways to make texts more accessible to ELLs and struggling readers. Providing classroom examples, the Freemans explain how teachers can motivate and engage their students. They describe how teachers can teach language and content simultaneously by developing both language and content objectives. Academic Language for English Language Learnersgives teachers the information and strategies they need to help all their students develop academic language.

Author: Fred Genesee
Publisher: Cambridge University Press
ISBN: 0521457971
Category : Education
Languages : en
Pages : 376

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Book Description
This text brings together the work of 15 elementary education experts who support an integrative approach to educating second language children. The paperback edition is a collection of articles from fourteen elementary education experts who espouse an integrative approach to second language education - one that goes beyond language teaching methodology - to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with second language development, but with the development of the whole child. Rather than focusing on language instruction, it addresses the entire curriculum, and instead of restricting itself to classroom learning, it examines the role of the school, family, and community.

Author: Alan D. Flurkey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 410

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Book Description
Originally presented at the second annual Whole Language Umbrella Conference, the 18 essays in this book address the three related themes of identity, responsibility, and practice. The essays in the book discuss how whole language is defined, and how its practitioners come to define themselves; how whole language teachers act upon their identities through being informed, responsive, and accountable; and how identity and responsibility work together to inform daily practice in the classroom. After "Introduction: Three Themes" (Richard J. Meyer and Alan D. Flurkey), the essays in the book are: (1) "Many Cultures, Many Voices" (Dorothy Watson); (2) "I Hear Voices" (Judith Wells Lindfors); (3) "Whole Language Assessment and Evaluation: Connecting with Parents" (Norma Mickelson); (4)"Research about Whole Language; Research for Whole Language" (Carole Edelsky); (5) "Patriotic Literacy: The Intersection of Whole Language Philosophy and the Bill of Rights" (Patrick Shannon); (6) "The Bible and Whole Language" (Adrian Peetoom); (7) "The Myths and Realities of Whole Language: An Educational Movement at Risk" (David B. Doake); (8) "Moving toward a Literature-Based Curriculum: Problems and Possibilities" (Kathy G. Short); (9) "Spelling for the Whole Language Classroom" (Ethel Buchanan); (10) "Understanding and Educating Attention-Deficit Students: A Systems-Theory, Whole Language Perspective" (Constance Weaver); (11) "Whole Language Principles for Bilingual Learners" (David Freeman and Yvonne Freeman); (12) "One among Many: A Multicultural, Multilingual Perspective" (Yetta M. Goodman); (13) "Beginning Literacy in English in a Whole Language Bilingual Program" (Sarah Hudelson and Irene Alicia Serna); (14) "Providing Time for Flowers: A Curriculum Vision for the Twenty-First Century" (Mary Kenner Glover); (15) "The Triumphs and Tribulations of a Whole Language Teacher" (Wendy Hood); (16) "Booksharing: Teachers and Parents Reading to Deaf Children" (Carolyn Ewoldt); (17) "Written Dialogue with Young Children: Making Writing Live" (Nigel Hall); and (18) "Max Beltmann: The Many Voices of Teacher Change" (Rudi Engbrecht). (RS)

Author: D. Kimbrough Oller
Publisher: Multilingual Matters
ISBN: 9781853595707
Category : Language Arts & Disciplines
Languages : en
Pages : 322

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Book Description
This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.

Author: Carole Edelsky
Publisher: Heinemann Educational Publishers
ISBN:
Category : Education
Languages : en
Pages : 132

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Book Description
Clarifies the meaning of whole language, discusses its theoretical constructs, describes its place in the history of progressive educational movements, and offers examples of whole language classrooms.

Author: María Estela Brisk
Publisher: Routledge
ISBN: 1135618399
Category : Education
Languages : en
Pages : 476

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Book Description
Bilingual Education: From Compensatory to Quality Schooling, Second Edition maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable. Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students--classroom teachers, administrators, and curricula developers--will find the information in this text essential and will appreciate the straightforward approach and easy reading style. New in the Second Edition: *A new Chapter 1, Pursuing Successful Schooling, includes the definition of success that frames the content of the book, and a review of how the research on bilingual education has changed. *Chapter 2, Bilingual Education Debate, is substantially revised to address major changes in demographics and legislation. *Chapter 3, Contextual and Individual Factors: Supports and Challenges, is updated to include important new research on the external and internal factors affecting learners and a new section on peers. *Chapter 4, Creating a Good School, is reorganized and updated. *Chapter 5, Creating Quality Curriculum, is updated throughout, particularly the sections on teaching content areas and assessment. *Chapter 6, Creating Quality Instruction, includes extensive new material in the sections on "Teaching English and In English" and "Teaching Students with Limited Schooling." *Chapter 7, Beyond the Debate, has an extensive new section describing and analyzing how the framework for quality education can be used as a guide to help create a new program.

Author: Carole Edelsky
Publisher: Routledge
ISBN: 1317433793
Category : Education
Languages : en
Pages : 336

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Book Description
The third edition of With Literacy and Justice for All: Rethinking the Social in Language and Education continues to document Carole Edelsky's long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational/societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy--fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. The volume includes a completely new Introduction and two entirely new chapters: one on reconceptualizing literacy learning as second language learning, and another on taking a historical view of responses to standardized testing. Throughout, in updating the volume, Edelsky uses a variety of structural styles to note contrasts in her views across time and to make the distinction clear between the original material and the current additions. This edition is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework.