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Informationen zum Autor Ofelia GarcÝa is Professor of Urban Education at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University|s Teachers College, and at The City College of New York; and has been Dean of the School of Education in the Brooklyn Campus of Long Island University. Among her publications are Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmßn), A Reader in Bilingual Education (with C. Baker), Language Loyalty, Continuity and Change: Joshua Fishman's Contributions to International Sociolinguistics (with Rakhmiel Peltz and Harold Schiffman), and The Multilingual Apple: Languages in New York City (with J.A. Fishman). She is a Fellow of the Stellenbosch Institute for Advanced Study (STIAS) in South Africa, and has been a Fulbright Scholar, and a Spencer Fellow of the U.S. National Academy of Education. Klappentext Bilingual education has long been a controversial topic for communities, policy makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies that don't always have a coherent vision for their students. In this wide-ranging and provocative book, García examines the history and current state of bilingual education programs throughout the world, offers a critical reading of the current conversations around them, and invites readers to imagine a new paradigm for the 21st century: one based on the idea of multilingual fluidity as a social and cultural imperative in a globalized world.García examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Questioning assumptions regarding language, bilingualism and bilingual education, this book proposes a new theoretical framework and alternative views of teaching and assessment practices. "Aside from the conceptual issues highlighted above, the detailed discussions of multilingual education policy alone make the book worth buying for scholars of language in education issues." ( Journal of Linguistic Anthropology , 10 April 2012) "Garcia concludes with a detailed examination of bilingual education practices and their intended outcomes, which should be mandated reading for curriculum specialists and school principals." ( Choice Reviews , June 2009) Zusammenfassung Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Inhaltsverzeichnis Acknowledgements.PART I: BILINGUAL EDUCATION FOR ALL.01. Introducing Bilingual Education.PART II: BILINGUALISM AND EDUCATION.02. Languaging and Education.03. Bilingualism and Translanguaging.04. The Sociopolitics of Bilingualism.05. Benefits of Bilingualism.PART III: BILINGUAL EDUCATION POLICY.06. BE: Frameworks and Types.07. BE: Factors and Variables by Hugo Baetens Beardsmore.08. U.S. Language Policy in Education.09. Language Promotion by European Supra-National Institutions by Hugo Baetens Beardsmore.10. Monoglossic bilingual education policy.11. Heteroglossic bilingual education policy.by Ofelia García, Hugo Baetens Beardsmore and Zeena Zakharia, with Debra Cole.PART FOUR: BILINGUAL EDUCATION PRACTICES.12. Bilingualism in the Curriculum.13. Bilingual Education Pedagogy and Practices.14. Biliteracy Practices and Pedagogy.15. Assessment by Ofelia García and Hugo Baetens Beardsmore.PART V: BILINGUAL EDUCATION FOR THE 21st Century.16. Conclusion.Appendix: Myths and Realities: by Cristina Muir, Yesenia Morales, Lori Falchi & Ofelia García.Bibliography...
