The Handbook of Bilingual and Multilingual Education

Description

The Handbook of Bilingual and Multilingual Education presents the first comprehensive international reference work of the latest policies, practices, and theories related to the dynamic interdisciplinary field of bilingual and multilingual education.

Represents the first comprehensive reference work that covers bilingual, multilingual, and multicultural educational policies and practices around the world
Features contributions from 78 established and emerging international scholars
Offers extensive coverage in sixteen chapters of language and education issues in specific and diverse regional/geographic contexts, including South Africa, Mexico, Latvia, Cambodia, Japan, and Texas
Covers pedagogical issues such as language assessment as well as offering evolving perspectives on the needs of specific learner populations, such as ELLs, learners with language impairments, and bilingual education outside of the classroom

Title Page 6
Copyright Page 7
Table of Contents 10
Acknowledgments 14
Notes on Contributors 16
Chapter 1 Introduction: Key Concepts and Issues in Bilingual and Multilingual Education 26
- Overview and organization 28
- References 40
- Conclusion 40
Section 1 Foundations for Bilingual and Multilingual Education 42
- Chapter 2 Egalitarian Bi/multilingualism and Trans-semiotizing in a Global World 44
  - Introduction 44
  - Precolonial Bi/multilingualism and the divisive effects of colonialism 44
  - Hierarchical Bi/multilingualism 46
  - Grassroots Trans-semiotizing vs. Elite Bi/multilingualism 48

Title Page 6
Copyright Page 7
Table of Contents 10
Acknowledgments 14
Notes on Contributors 16
Chapter 1 Introduction: Key Concepts and Issues in Bilingual and Multilingual Education 26
- Overview and organization 28
- References 40
- Conclusion 40
Section 1 Foundations for Bilingual and Multilingual Education 42
- Chapter 2 Egalitarian Bi/multilingualism and Trans-semiotizing in a Global World 44
  - Introduction 44
  - Precolonial Bi/multilingualism and the divisive effects of colonialism 44
  - Hierarchical Bi/multilingualism 46
  - Grassroots Trans-semiotizing vs. Elite Bi/multilingualism 48
  - Commodification of Bilingual Education: Forces from the (Global) Market and the State 51
  - Egalitarian Bi/multilingualism and Trans-semiotizing in a Global World 54
  - Critical Interventions, New Research Questions, and Theoretical and Methodological Resources 56
  - Notes 59
  - References 60
- Chapter 3 Bilingualism and Creativity: An Educational Perspective 63
  - Overview 63
  - The relationship between bilingualism and creativity 64
  - Bilingual and creative education 69
  - Bilingual creative education: New approach to old curriculum 71
  - Conclusion 76
  - Note 77
  - References 78
- Chapter 4 Language Acquisition in Bilingual Education 81
  - Changing perspectives about language 82
  - Second language acquisition theories: Shifting perspectives 84
  - Language acquisition and language teaching and learning in bilingual education 87
  - Conceptualizations of language 88
  - Language acquisition theories and bilingual education 88
  - Conclusion 94
  - Notes 95
  - References 96
- Chapter 5 Literacy in Bilingual and Multilingual Education 100
  - Introduction 100
  - Methodological and theoretical issues 100
  - Multilingual education 104
  - Future directions 110
  - References 113
  - Conclusion 113
- Chapter 6 Culture in Bilingual and Multilingual Education: Conflict, Struggle, and Power 117
  - Introduction 117
  - Culture in bilingual education: theoretical considerations 118
  - Historical overview 120
  - Language, culture and education access today 125
  - Methodological and theoretical issues and problem areas 128
  - Future directions 130
  - References 132
- Chapter 7 A Synthesis of Research on Bilingual and Multilingual Education 134
  - An historical overview 134
  - Beginnings 135
  - Single research studies 135
  - Reviews of research 136
  - Current state of knowledge 137
  - Research comparing models 138
  - Research on dual language /two-way immersion bilingual education 139
  - Research on immersion bilingual education 139
  - Research on indigenous language education 142
  - Methodological and theoretical issues 144
  - Future Directions 147
  - Conclusion 149
  - References 149
- Chapter 8 Researching Bilingual and Multilingual Education Multilingually: A Linguistic Ethnographic Approach 152
  - Introduction: voice in multilingual research teams 152
  - Current debates in researching multilingualism 154
  - Analytic vignettes: introducing researcher and participant voices 156
  - Researching multilingualism in multilingual teams 156
  - Conclusion 166
  - Notes 167
  - References 167
- Chapter 9 Intersections of Language Ideology, Power, and Identity: Bilingual Education and Indigenous Language Revitalization in 170
  - Introduction 170
  - Definitions of key terms and constructs 171
  - Bilingual education: psycholinguistic findings and principles 172
  - Bilingual education in the context of societal power relations 174
  - The polynesian context and the history of literacy in french polynesia 175
  - The polynesian languages and cultures project (lcp) 178
  - Cross-lingual transfer between french and polynesian languages 181
  - The ongoing ambivalent status of literacy in polynesian languages within language policy debates 183
  - Conclusion 185
  - Notes 186
  - References 186
- Chapter 10 Language Policy and Planning in Education 189
  - Introduction 189
  - Key concepts in language planning and policy: corpus, status, and language acquisition planning 190
  - Top-down (government planning), market-driven (language strategists), bottom-up planning 193
  - Explicit versus implicit language planning and null planning 194
  - Types of educational language policies based on intentions and consequences 195
  - Educational program orientations 199
  - Applications to real-world situations 199
  - Educational language policies and teacher preparation 204
  - Language policies in education and challenges posed by dominant languages 205
  - Toward improving the knowledge base in professional preparation 205
  - References 206
- Chapter 11 Language Rights 210
  - Introduction: short historical overview of language rights 210
  - Language rights, linguistic human rights, and diversities: some concept clarification 212
  - Placing language rights on continua: linguistic genocide and crimes against humanity in education, or “full” linguistic human ri 215
  - L(H)rs in education – what are they and where can one find them? 218
  - Some challenges 223
  - Notes 225
  - References 225
- Section 2 Pedagogical Issues and Practices in Bilingual and Multilingual Education: Practices and Pedagogies for Bilingualism an 228
  - Chapter 12 Programs and Structures in Bilingual and Multilingual Education 230
    - Monoglossic language ideologies 231
    - Monoglossic language ideologies in action 233
    - Additive bilingual education 234
    - Heteroglossic language ideologies 238
    - Heteroglossic language ideologies in action 239
    - Heteroglossia for marginalized populations 242
    - Conclusion 244
    - References 245
  - Chapter 13 Translanguaging, Bilingualism, and Bilingual Education 248
    - Translanguaging in education 249
    - Translanguaging and bilingual education structures 252
    - Translanguaging to learn: students 254
    - Translanguaging to teach: teachers and pedagogies 257
    - Conclusion 262
    - References 263
    - Note 263
  - Chapter 14 Multiliteracies, Pedagogies, and Academic Literacy 266
    - Historical overview 266
    - Current state of knowledge 267
    - Future directions 274
    - References 275
  - Chapter 15 Language Assessment: Past to Present Misuses and Future Possibilities 278
    - Introduction 278
    - The relationship between language testing and language policy 279
    - Testing as de facto language policy in schools 280
    - Past and present misuses of standardized testing 283
    - Testing for residence and citizenship for adults 286
    - Challenges 288
    - Alternative proposals: More valid approaches to assessing language knowledge in the era of the multilingual turn 289
    - Notes 290
    - References 291
  - Chapter 16 Teacher Education and Support 295
    - Introduction 295
    - Historical overview 296
    - Discussion of current state of knowledge 297
    - Discussion of future directions 302
    - Conclusion 303
    - Note 304
    - References 304
  - Chapter 17 Parent and Community Involvement in Bilingual and Multilingual Education 307
    - Introduction 307
    - Role of the U.S. federal government in constructing parental involvement 308
    - U.S. demographic contexts 309
    - Models of parental involvement 312
    - Example of non-traditional parental involvement: PIQE 314
    - Consensus on barriers 316
    - Community-based organizations promoting parental involvement 318
    - Conclusion 320
    - References 321
  - School Levels and Special Populations 324
    - Chapter 18 Early Childhood Education and Dual Language Learners 326
      - Introduction 326
      - Historical overview: DLLs and early education circumstances in the United States 327
      - Current state of knowledge: DLLs in ECE settings 329
      - Future directions 333
      - Conclusion 338
      - Note 339
      - References 339
    - Chapter 19 Primary School Bilingual Education: Pedagogical Issues and Practices 344
      - Bi/multilingual education models at the primary school level 344
      - Research trends 345
      - Framework for review 346
      - Affirming identities 347
      - Additive bi/multilingualism 349
      - Structuring for integration 351
      - Suggestions for future developments 354
      - Conclusion 355
      - References 355
    - Chapter 20 Secondary Bilingual Education: Cutting the Gordian Knot 361
      - Introduction 361
      - Overview of the chapter 363
      - Contemporary secondary school 364
      - Early research on secondary bilingual education 366
      - New challenges for language-minority students in secondary schools 368
      - Two recent examples of secondary monolingual programs for emergent students 369
      - Changing secondary education for emergent bilingual youth: New directions 372
      - References 376
    - Chapter 21 Bi/Multilingual Higher Education: Perspectives and Practices 379
      - Introduction 379
      - The Perceived Inevitability of English 380
      - Bi/Multilingual HE: Models and Language Arrangements 381
      - Towards a multilingual pedagogy 385
      - Multilingual practices in HE 388
      - Conclusion: Directions for future research to conceptualize a multilingual pedagogy 392
      - Notes 393
      - References 394
    - Chapter 22 Bilingual Education and Students with Dis/Abilities and Exceptionalities 397
      - Legal protections for ELs with dis/abilities and exceptionalities in the United States 398
      - A history of disproportionate representation 400
      - The process: Referral, identification and assessment, services 403
      - Future directions 406
      - Notes 410
      - Conclusion 410
      - References 411
    - Chapter 23 Bilingual Deaf Education 416
      - Introduction 416
      - Types of signing and signed languages 418
      - History of education of deaf children 423
      - Bilingual/bicultural education for deaf children 426
      - Inclusive education and the deaf child 428
      - Conclusion 429
      - Notes 429
      - References 431
    - Chapter 24 Bilingual-Multilingual Education and Indigenous Peoples 434
      - Introduction 434
      - Historical overview 435
      - Current state of theory, research, practice, and policy 437
      - Conclusion 447
      - Notes 448
      - References 449
    - Chapter 25 Nonformal Bilingual Education 453
      - Introduction 453
      - Unplanned informal bilingualism 454
      - Planned nonformal bilingualism 459
      - Conclusions and future directions for research 465
      - References 467
    - Section 3 Global Dimensions of Bilingual and Multilingual Education 472
      - Chapter 26 A Dual Language Revolution in the United States? On the Bumpy Road from Compensatory to Enrichment Education for Bili 474
        
        A brief history of bilingual education in the United States 474
        
        Bilingual education in the modern era: The resurgence of bilingual education as a compensatory program 475
        
        Shifting languages, shifting discourses: The “dual language revolution” in Texas 477
        
        Conclusion 483
        
        References 484
      - Chapter 27 Global Dimensions of Bilingual and Multilingual Education: Canada 486
        
        Introduction 486
        
        Brief historical background 486
        
        Status of aboriginal languages in Canada 490
        
        Heritage language teaching in Canada 492
        
        Conclusion 494
        
        References 495
        
        Notes 495
      - Chapter 28 Minority Languages, State Languages, and English in European Education 498
        
        Introduction 498
        
        Multilingual schools, multilingualism, and plurilingualism 499
        
        Recent trends: clil and the early introduction of English 503
        
        Future perspectives in European multilingual education 505
        
        Acknowledgement 506
        
        References 507
      - Chapter 29 Contested Notions of Bilingualism and Trilingualism in the People’s Republic of China 509
        
        Bilingualism and trilingualism: Past and present 510
        
        Notions contested 511
        
        Discussion 516
        
        Acknowledgement 516
        
        Notes 517
        
        References 517
      - Chapter 30 Bilingual Education in Japan: Slow but Steady Progress 520
        
        Majorities 522
        
        Old-timers 523
        
        Newcomers 525
        
        The deaf 528
        
        Conclusion 528
        
        Notes 529
        
        References 529
      - Chapter 31 Breaking the Façade of Linguistic and Cultural Homogeneity: Education for Multicultural Children in South Korea 531
        
        Introduction 531
        
        The South Korean context 532
        
        Bilingual and multicultural programmatic goals and models 534
        
        Challenges in the implementation of bilingual and multicultural programs 538
        
        Conclusion 539
        
        References 540
      - Chapter 32 Striving for Education for All through Bilingual Education in Cambodia 542
        
        Cambodia’s educational system 542
        
        Introduction 542
        
        Language and education in cambodia 544
        
        Indigenous ethnic minorities in cambodia 545
        
        Bilingual non-formal education for indigenous languages 546
        
        Community bilingual education primary schools 547
        
        Government replication and expansion of bilingual education 548
        
        Bilingual Education Guidelines/Decree 548
        
        Bilingual teacher training 550
        
        Conclusion: Successes and remaining challenges 553
        
        References 554
        
        Acknowledgements 554
      - Chapter 33 Bilingual and Multilingual Education in Brunei and Malaysia: Policies and Practices 556
        
        Introduction 556
        
        Malaysia 557
        
        Brunei 560
        
        The situation today 563
        
        Conclusion 565
        
        References 566
      - Chapter 34 Multilingual Education in South Asia: The Burden of the Double Divide 567
        
        Introduction 567
        
        Languages in South Asia: The double divide 568
        
        Language-in-education policy and practice in South Asia 570
        
        Consequences of submersion education for minority children in South Asia 571
        
        Programs of multilingual education in South Asia 572
        
        Conclusion 574
        
        References 576
        
        Note 576
      - Chapter 35 “Too Many Cooks Spoil the Broth”: Tension and Conflict between Language Institutions in South Africa 579
        
        Introduction and philosophical orientation 579
        
        History of bilingual education in South Africa: The pre-apartheid and apartheid eras 580
        
        From bilingual to multilingual education: the lingering effects of missionary education 585
        
        South Africa’s “Toothless” language “Watchdog”: The Pan-South African Language Board 586
        
        Reflecting on multilingual education and the role of language academies 587
        
        Notes 588
        
        The future of bilingual/multilingual education: Power, resources and conflict 588

Author's affiliation

Wayne E. Wright: The University of Texas at San Antonio
Sovicheth Boun: The University of Texas at San Antonio
Ofelia García: City University of New York

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