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"Immersion method (Language teaching)"
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Implementing Educational Language Policy in Arizona
This book brings together scholars, researchers and educators to present a critical examination of Arizona's restrictive language policies as they influence teacher preparation and practice. The Structured English Immersion model prescribes the total segregation of English learners from English speakers and academic content for at least one year.
eBook
A humanizing dual language immersion education
\"In every corner of the world, children are learning languages at home that differ from the dominant language used in their broader social world. These children arrive at school with a precious resource: their mother tongue. In the face of this resource and the possibility for biliteracy, majority language educational programs do nothing to support primary language competence. To counter monolingual education, there are significant albeit few initiatives around the world that provide formal support for children to continue to develop competence in their mother tongue, while also learning an additional language or languages. One such initiative is dual language immersion education (DLI). Interestingly, most (if not all) research on DLI programs focus on the effectiveness of bilingual education vis-à-vis academic access and achievement. The ideologies embedded in the research and guidelines for DLI education, albeit necessary and critical during the early days of DLI schooling, are disconnected from the present realities, epistemologies, and humanness of our bilingual youth. A Humanizing Dual Language Immersion Education envisions a framework informed by bilingual teachers and students who support biliteracy as a human right. Positioning bilingual education under a human rights framework addresses the basic right of our bi/multilingual youth to human dignity. Respect for the languages of persons belonging to different linguistic communities is essential for a just and democratic society. Given the centrality of language to our sense of who we are and where we fit in the broader world, a connection between linguistic human rights and bilingual education is essential\"-- Provided by publisher.
Book
Learning and teaching languages through content
Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner's interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
eBook
Intensive Exposure Experiences in Second Language Learning
This volume brings together studies from learning contexts that provide intensive exposure to the target language: naturalistic immersion (immigration and study abroad), intensive instruction, and informal intensive environments in foreign language settings. Its chapters highlight the unique role of intensive exposure in second language learning.
eBook
A Humanizing Dual Language Immersion Education
A Humanizing Dual Language Immersion Education positions bilingual education within a human rights framework, moving beyond pedagogical effectiveness in traditional schools to capturing the deeper mantra that DLI revolve around the present realities, epistemologies, and humanness of our bilingual youth.
eBook
Navigating Dual Immersion
New to dual-language immersion and want to gain insider knowledge to these programs as a stakeholder? Look no further! In part one of the series Open Letters to Dual-Language Immersion Stakeholders, Valerie Sun writes to a teacher audience to explain the steps to obtain a teaching credential, have a successful interview, and offer research- and practice-based methods to thrive in the first (few) years as a dual-language classroom teacher.She offers tips and considerations for connecting with students and parents while encouraging the reader through major milestones of the school year. An easy-to-read manual complete with lesson templates and examples, the readers build confidence and are guided in their craft.
eBook