Continua of Biliteracy: An Ecological Framework for Educational Policy, Research

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Biliteracy is an inescapable feature of lives and schools worldwide, yet is often ignored by educational policymakers. This volume offers an extensive yet flexible model to guide educators, researchers, and policymakers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

Author Biography

Dr Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes and has published widely in sociolinguistics, language planning, bilingualism and biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States and internationally.

Table of Contents

Foreword - Jim Cummins (OISE, University of Toronto); Introduction - Nancy H. Hornberger CONTINUA of BILITERACY: 1. Continua of Biliteracy - N. H. Hornberger; 2. Revisiting the Continua of Biliteracy - N. H. Hornberger and E. Skilton-Sylvester (Temple University) LANGUAGE PLANNING: 3. Biliteracy and Transliteracy in Wales - C. Baker (University of Wales) 4. A Luta Continua: The Relevance of the Continua of Biliteracy to South African Multilingual Schools - C. Bloch and N. Alexander (Study of Alternative Education, South Africa); 5.Searching for a Comprehensive Rationale for Two-way Immersion - M. Jeon (University of Pennsylvania) LEARNERS' IDENTITIES: 6. Language Education Planning and Policy in Middle America - F. Lincoln (University of Arkansas): 7. Biliteracy Development among Latino Youth in New York City Communities - C. Mercado (Hunter College of CUNY); 8. To Correct or Not to Correct Bilingual Students' Errors is a Question of Continuaing Reimagination - M. Cahnmann (University of Georgia) EMPOWERING TEACHERS: 9. Biliteracy Teacher Education in the Southwest - B. Perez, B. Bustos Flores and S. Strecker (University of Texas at San Antonio); 10. Content in Rural ESL Programs - J. Hardman (Southern Illinois University); 11. Enabling Biliteracy - D. Schwinge (University of Pennsylvania) SITES AND WORLDS: 12. When MT is L2 - H. R. Pak (University of Pennsylvania); 13. An Analysis of Two Bilingual Schools in Delhi - V. Basu (National Institute of Education, Singapore) CONCLUSION: 14: Multilingual Language Policies and the Continua of Biliteracy- N. H. Hornberger Afterword: Brian Street (King's College, University of London)

Review

The volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume 'framed' by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword. -- Joseph Lo Bianco Language & Education Vol. 18, No 4, 2004 The continua model is a valuable tool for researchers, educational practitioners and policy makers who are committed to pursuing just language policies. -- Benedicta Egbo International Journal of Bilingual Education & Bilingualism Vol. 8 No 1, 2005 This varied collection provides a valuable resource for those who have a professional concern with literacy, including researchers, classroom teachers, and administrators who must make language and instructional programs choices that speak both to theoretical and practical instructional concerns. -- Jenny Cook-Gumperz December 2004 issue (35:4) of Anthropology & Education Quarterly. The value of this model is demonstrated in this book. -- David I Hanauer Language in Society 34:2

Long Description

Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

Review Quote

The volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume 'framed' by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword.

Details ISBN185359654X Language English ISBN-10 185359654X ISBN-13 9781853596544 Media Book Format Paperback Series Number 41 Illustrations Yes Year 2003 Country of Publication United Kingdom Short Title CONTINUA OF BILITERACY AN ECOL Edited by Nancy H. Hornberger Place of Publication Bristol Author Nancy H. Hornberger Pages 400 Imprint Multilingual Matters Subtitle An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings DOI 10.1604/9781853596544 AU Release Date 2003-05-23 NZ Release Date 2003-05-23 UK Release Date 2003-05-23 Publisher Channel View Publications Ltd Series Bilingual Education & Bilingualism Publication Date 2003-05-23 Alternative 9781853596551 DEWEY 306.446 Audience Undergraduate We've got this

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