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. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers.
Provides an overview of bilingual education theories and practices throughout the world
Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century
Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices
Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education
Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out
About the Author
Ofelia García 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-Guzmán), 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.
Features
Provides an overview of bilingual education theories and practices throughout the world
Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century
Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices
Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education
Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out
