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Overcoming the Gentrification of Dual Language, Bilingual and Immersion Educatio
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所在地：Calgary, Alberta, 加拿大
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- ISBN-13
- 9781800414297
- Book Title
- Overcoming the Gentrification of Dual Language, Bilingual and Imm
- ISBN
- 9781800414297
- Subject Area
- Language Arts & Disciplines, Education
- Publication Name
- Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education : Solution-Oriented Research and Stakeholder Resources for Real Integration
- Publisher
- Multilingual Matters
- Item Length
- 9.2 in
- Subject
- Educational Policy & Reform / General, Special Education / General, General, Linguistics / General
- Publication Year
- 2024
- Series
- Bilingual Education and Bilingualism Ser.
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.7 in
- Item Weight
- 16.2 Oz
- Item Width
- 6.2 in
- Number of Pages
- 328 Pages
關於產品
Product Identifiers
Publisher
Multilingual Matters
ISBN-10
1800414293
ISBN-13
9781800414297
eBay Product ID (ePID)
20062269948
Product Key Features
Number of Pages
328 Pages
Language
English
Publication Name
Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education : Solution-Oriented Research and Stakeholder Resources for Real Integration
Subject
Educational Policy & Reform / General, Special Education / General, General, Linguistics / General
Publication Year
2024
Type
Textbook
Subject Area
Language Arts & Disciplines, Education
Series
Bilingual Education and Bilingualism Ser.
Format
Trade Paperback
Dimensions
Item Height
0.7 in
Item Weight
16.2 Oz
Item Length
9.2 in
Item Width
6.2 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2023-036549
Dewey Edition
23
Reviews
This important book is a cautionary tale about how the best of intentions can be undermined when careful attention isn't paid to the equity challenges in dual language programs. Dual language educators would be wise to take the lessons presented here to heart and plan their programs accordingly., This book engages the reader in an in-depth, critical conversation about how gentrification of dual language bilingual education (DLBE) programs affects policy and practice decision making at the program, school, district and state level, and points to ways to reconceptualize and reimagine DLBE through a new lens of integration. A terrific resource for those interested in the intersection of equity and bilingual education., This book is a treasure of scholarly arguments by brilliant scholars who powerfully reject the gentrification of bilingual education theories in order to build culturally and linguistically responsive policies and practices that ideologically and pedagogically resist racialized bilingual classrooms and communities.
Series Volume Number
140
Dewey Decimal
370.1175
Table Of Content
Contributors Nelson Flores: Foreword: Toward a Post-Gentrification Future in Bilingual Education Research, Policy and Practice Juan A. Freire, Kate Menken and M. Garrett Delavan: An Introduction to Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education Chapter 1. M. Garrett Delavan, Juan A. Freire and Kate Menken: Setting the Foundation: Tracing the Evolving Critiques of the Gentrification of Dual Language Bilingual Education Part 1: Research Chapters Lens at the School Level Chapter 2. Deborah Palmer and Suzanne García-Mateus: Colonizing Hillside Elementary: The Figured World(s) of Parent Engagement at a Gentrifying (Two-Way) Bilingual School Chapter 3. Chris K. Chang-Bacon, Mariana Lima Becker and Gabrielle Oliveira: Contingent Commodification: Brazilian Students and the Gentrification of Portuguese-English Dual Language Bilingual Education Chapter 4. Bingjie Zheng: The Impact of Neoliberal Multilingualism and Gentrification on Chinese DLBE Programs: Programs that Do and Don't Enroll Heritage Learners Chapter 5. Luis E. Poza: 'Downplay that Spanish Side': The White Listening Subject in an Ethnically Homogenous Bilingual Program Cohort Chapter 6. Ramón Antonio Martínez and CoCo Massengale: Translanguaging and Racialized Multilingual Children: Envisioning Dual Language Education for Working-Class Students of Color Lens Beyond the School Level Chapter 7. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: Mass Production, Mass Marketing and Mass Displacement in DLBE Policy: A Call for Locally Crafted Programs Chapter 8. P. Zitlali Morales, Ramona Alcalá, Norma Monsivais Diers and Nancy Domínguez-Fret: ¿Estamos Escuchando?: Creating Transformative Ruptures that Amplify Latinx Families' Rights to DLBE in Chicagoland Chapter 9. Trish Morita-Mullaney: Earmarking the Constellations of Financial Gentrification: The Elusivity of Funding Dual Language Bilingual Education for Emergent Bilinguals Chapter 10. Dan Heiman, Mariela Nuñez-Janes, Ivonne Solano, César Rosales and María Fernanda Ortega: Críticos, no criticones: Applying the Actions of Critical Consciousness in an Interdisciplinary Collaboration Across Two Universities and a School District's Dual Language/ESL Department Part 2: Stakeholder Resource Chapters Chapter 11. Ivana Espinet, Kate Menken and Imee Hernandez: A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better Chapter 12. Nelson Flores: Nice White Parents and Dual Language Education Chapter 13. Deborah Palmer, Emily Crawford, Lisa Dorner, Claudia Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators Chapter 14. Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies Kate Menken, Juan A. Freire and M. Garrett Delavan: Conclusion: Overcoming DLBE Gentrification by Aiming for the Commons Index
Synopsis
This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education. The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. To access the chapters please see the following links: Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies https://zenodo.org/records/10519199 Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education https://zenodo.org/records/10519269 Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators https://zenodo.org/records/10519319 Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies https://zenodo.org/records/10519390, This book proposes solutions to the gentrification of dual language, bilingual and immersion education in diverse contexts. The research draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools.
LC Classification Number
LC3715.O84 2024
ebay_catalog_id
4
Copyright Date
2024
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