TY  - BOOK
AU  - DePalma,Renée
TI  - Language Use in the Two-Way Classroom: Lessons from a Spanish-English Bilingual Kindergarten 
T2  - Bilingual Education & Bilingualism
SN  - 9781847693013
AV  - LC3731 .D47 2010
U1  - 370.117/5 22
PY  - 2010///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Education, Bilingual
KW  - United States
KW  - Kindergarten
KW  - Spanish language
KW  - Study and teaching (Early childhood)
KW  - EDUCATION / General
KW  - bisacsh
KW  - English language
KW  - children
KW  - language education
N1  - Frontmatter --; Contents --; Chapter 1. The Promise and Realities of Two-Way Instruction --; Chapter 2. The Pragmatics of Two-Way Immersion Instruction: A Closer Look at What Really Happens --; Chapter 3. From Teaching Philosophies to Classroom Design --; Chapter 4. Making Sure They Don’t ‘Give it away’: Keeping Spanish Alive --; Chapter 5. Daily Rituals and Routines: Safety in the Familiar --; Chapter 6. (Spanish) Language Arts: Participating in the Narrative --; Chapter 7. Tables Time: Language in Activity --; Chapter 8. Housekeeping and Blocks Centers: Keeping them Talking --; Chapter 9. Implications: Real Practices behind the Ideal Model --; Appendix: Data coding template --; References; restricted access
N2  - Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?
UR  - https://doi.org/10.21832/9781847693020
UR  - https://www.degruyter.com/isbn/9781847693020
UR  - https://www.degruyter.com/document/cover/isbn/9781847693020/original
ER  -