Bilingual Education

Dr Ofelia García is professor at Teachers College, Columbia University where she is presently coordinator of the Bilingual/Bicultural Education Program in the Department of International and Transcultural Studies and co-director of the Center for Multiple Languages and Literacies. Her publications, in the areas of bilingual education and sociology of language, include Policy and Practice in Bilingual Education. Extending the Foundations, co-edited with Colin Baker.Dr Colin Baker is Professor of Education at the University of Wales, Bangor. He is the author of 12 books and over 50 articles on bilingualism and bilingual education including ‘Foundations of Bilingual Education and Bilingualism (Multilingual Matters, 4th edition, 2006). He is Editor of the International Journal of Bilingualism and Bilingual Education.

• IntroductionSECTION ONE: Varieties of Bilingual Education1. Reviewing the Research on Language Education Programs by Rebecca Freeman from ‘Building on Community Bilingualism’ pp 40-54 (2004). Philadelphia: Caslon.2. Characteristics of Immersion Programmes by R. Johnstone from Immersion in a Second or Additional Language at School: A Review of the International Research. Chapter 2 (2002), Stirling (Scotland): Scottish Centre for Information on Language Teaching.3. Revitalising Indigenous Languages in Homogenising Times by Teresa L.McCarty, from Comparative Education, 39, 147-163 (2003) . London: Taylor and Francis.4. Dual Language Programs: Key Features and Results by M. E. Torres-Guzmán,. (.. Directions in Language and Education,14,1-16 (2002). Washington: National Clearing House for Bilingual Education.5. Rethinking the Education of English Language Learners: Transitional Bilingual Education Programs by Abelardo Villarreal, Bilingual Research Journal, 1999, vol. 23, no. 1, 11-45SECTION TWO: History, Policy and Politics of Bilingual Education6. Accessing Language Rights in Education: A Brief History of the U.S. Context by T. G. Wiley, In J. Tollefson (Ed.), Language Policies in Education: Critical Readings (pp. 39-64. (2002)..). Mahwah, PA: Lawrence Erlbaum.7. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power by Jim Cummins Chapter 2 and pages 66 to 76 of chapter 3. (2000) In his book Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.8. Linguistic Human Rights in Education? By Tove Skutnabb-Kangas, pages 569 to 578 (2002) from her book Linguistic Genocide in Education – or Worldwide Diversity and Human Rights. Mahwah: Lawrence Erlbaum.9. Hard Sell: Why is Bilingual Education so Unpopular with the American Public? by James Crawford. At Language Policy Research Unit website of Arizona State University (2003) Copyright with James Crawford.SECTION THREE : Languages and Literacies in Bilingual Education10. Immersion in a Second or Additional Language at School: A Review of the International Research by R. Johnstone, Chapter 5 (2002). Stirling (Scotland): Scottish Centre for Information on Language Teaching.11. Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach by N. H. Hornberger, Language Policy, 1, 27-51 (2002) Amsterdam: Kluwer.12. Scaffolding Language, Scaffolding Learning by Pauline Gibbons from her book Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom , pages 60-67 (2002).Portsmouth: Heinemann.13. Conceptual Framework on Scaffolding Instruction for English Learners by A. Walqui, in International Journal of Bilingual Education and Bilingualism Vol.9:2, 2006. Clevedon: Multilingual Matters14. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities by C. Kelly, E. Gregory and A. Williams, in Language, Culture and Curriculum, Vol. 14 No.1,2001, Clevedon: Multilingual Matters.SECTION FOUR: Issues in Teaching, Learning and Assessment in Bilingual Education15. The Pedagogy of Peach by Grace Feuerverger , from her book Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel, pages 51 to 78 (2001). New York: Routledge16. Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students by Yu Ren Dong, International Journal of Bilingual Education and Bilingualism, 5,1: 40-57 (2002). Clevedon: Multilingual Matters17. Bilingual Classroom Studies and Community Analysis by L. C. Moll, from Educational Researcher, 21,2,20-24 (1992). Washington: American Educational Research Association.18. English Language Learners with Special Needs: Effective Instructional Strategies by A. Ortiz, ERIC Digest December 2001 (EDO-FL-01-08). ERIC Clearinghouse on Languages and Linguistics: Washington, DC.19. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues by Jamal Abedi. Educational Researcher, Vol. 33, No. 1 (January-February) 2004.

"Bilingual Education: An Introductory Reader" is a welcome addition to the literature, not only for students and administrators, wishing to get an overall view of the field, but also for instructors looking for stimulating (well-founded) course material and for researchers in need of authoritative sources. Readers are offered a carefully designed guided tour through the intricacies of bilingual education, starting with a ‘balanced, comprehensive and challenging set of articles’ (p.viii). All of which can form the basis for further in-depth reading. These articles fulfil a number of functions, ranging from analysing and summarizing important topics, to challenging existing ideas and beliefs and providing fresh and original thinking. This volume offers a ‘hands-on’ approach to consideration of bilingual education, in its various forms around the world. Its special value lies not only in its interactive format, encouraging readers to investigate the issues themselves, but also in its willingness to tackle issues of linguistic and cultural human rights. Bilingual Education thus amply fulfils its ‘Reader’ function, promoting informed participatory debate on the relevant issues, and readers should find it an extremely useful resource-either as a starting point for research, a reference tool, or as a sound course material for professional development