Leseprobe
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Breaking Down the Monolingual Wall
Margarita Espino Calderon, David Nungaray, Lyn Scott, ...
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Geisteswissenschaften, Kunst, Musik / Schulpädagogik, Didaktik, Methodik
Beschreibung
Your guide to culturally and linguistically sustaining practices in your dual language classroom and school.
It’s time to set the record straight: Multilingualism is a tremendous asset that must be nurtured and valued and the most effective pathway to multilingualism is dual language education. Despite significant evidence attesting to the cognitive, social/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual.
Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. The book supports educators to:
- Shift the paradigm from one that is subtractive and deficit-based to one that is additive and assets-based
- Embed culturally and linguistically sustaining practices in their instruction
- Understand how to promote multilingualism in the context of teaching academic content
- Develop assessments as, for, and of learning in multiple languages.
- Lead high-quality dual language schools and programs
- Recruit and retain highly qualified bilingual educators
Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.
Kundenbewertungen
Dual language schools, subtractive models, “Guiding Principles for Dual Language Education”, bilingual teachers, English learner, English Language Learners, dual language immersion, additive models, Cultural and Linguistic Sustainability, Emergent bilingual