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ERIC Number: ED458820
Record Type: Non-Journal
Publication Date: 2001
Pages: 377
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85359-531-4
ISSN: N/A
Dual Language Education. Bilingual Education and Bilingualism.
Lindholm-Leary, Kathryn J.
Dual language education is a programme that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the programme and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes. Chapters titles include the following: "Language Education Programs and Politics"; "Theoretical and Conceptual Foundations for Dual Language Education Programs"; "Critical Features of Successful Language Education Programs: Design and Implementation Issues"; "Dual Language Education School Characteristics and Data Collection"; "Teacher Background and Perceptions of Support, Program Planning, Instructional Practices, and Efficacy"; "Teacher Talk in Dual Language Education Classrooms"; "Parent Involvement, Attitudes, and Satisfaction in Dual Language Education Programs"; "Student Outcomes: Introduction and Data Collection"; "Student Outcomes: Oral Language Proficiency"; "Student Outcomes: Academic Language Proficiency, Reading and Language Achievement"; "Student Outcomes in Reading and Literacy: Standardized Achievement Tests vs. Alternative Assessment"; "Student Outcomes: Content Area Achievement in Mathematics, Science, and Social Studies"; "Student Outcomes: Attitudes"; "Summary and Conclusions"; and "Implications." An appendix is included. (Contains 451 references.) (KFT)
Multilingual Matters Ltd., UTP, 2250 Military Road, Tonawanda, NY 14150 (clothbound: ISBN-1-85359-532-2, $99.95; paperback: ISBN-1-853595-531-4, $44.95). Web site: http://www.multilingual-matters.com.
Publication Type: Books; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A