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001 229306
003 IT-RoAPU
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006 m|||||o||d||||||||
007 cr || ||||||||
008 221201t20102010enk fo d z eng d
010 _a2010021281
020 _a9781847693013
_qprint
020 _a9781847693020
_qPDF
024 7 _a10.21832/9781847693020
_2doi
035 _a(DE-B1597)9781847693020
035 _a(DE-B1597)514076
035 _a(OCoLC)701057077
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 0 0 _aLC3731
_b.D47 2010
050 4 _aLC3731
_b.D47 2010
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370.117/5
_222
084 _aonline - DeGruyter
100 1 _aDePalma, Renée
_eautore
245 1 0 _aLanguage Use in the Two-Way Classroom :
_bLessons from a Spanish-English Bilingual Kindergarten /
_cRenée DePalma.
264 1 _aBristol ;
_aBlue Ridge Summit :
_bMultilingual Matters,
_c[2010]
264 4 _c©2010
300 _a1 online resource (224 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aBilingual Education & Bilingualism
505 0 0 _tFrontmatter --
_tContents --
_tChapter 1. The Promise and Realities of Two-Way Instruction --
_tChapter 2. The Pragmatics of Two-Way Immersion Instruction: A Closer Look at What Really Happens --
_tChapter 3. From Teaching Philosophies to Classroom Design --
_tChapter 4. Making Sure They Don’t ‘Give it away’: Keeping Spanish Alive --
_tChapter 5. Daily Rituals and Routines: Safety in the Familiar --
_tChapter 6. (Spanish) Language Arts: Participating in the Narrative --
_tChapter 7. Tables Time: Language in Activity --
_tChapter 8. Housekeeping and Blocks Centers: Keeping them Talking --
_tChapter 9. Implications: Real Practices behind the Ideal Model --
_tAppendix: Data coding template --
_tReferences
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aBased 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?
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)
650 0 _aEducation, Bilingual
_zUnited States.
650 0 _aKindergarten
_zUnited States.
650 0 _aSpanish language
_xStudy and teaching (Early childhood)
_zUnited States.
650 7 _aEDUCATION / General.
_2bisacsh
653 _aEnglish language.
653 _aSpanish language.
653 _achildren.
653 _alanguage education.
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.21832/9781847693020
856 4 0 _uhttps://www.degruyter.com/isbn/9781847693020
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781847693020/original
942 _cEB
999 _c229306
_d229306