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By Sarah J. Shin

This ebook is an creation to the social and academic points of bilingualism. It provides an summary of a large diversity of sociolinguistic and political concerns surrounding using languages, together with code-switching in renowned track, ads, and on-line social areas. It deals a well-informed dialogue of what it skill to review and reside with a number of languages in a globalized global and useful suggestion on elevating bilingual children.

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Extra resources for Bilingualism in Schools and Society: Language, Identity, and Policy

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Valdés (2001) notes that in many schools, ELs are isolated in a separate world of ESL, apart from the mainstream world where “real” American schooling takes place. ELs move from one sheltered class to another with other ELs and have very few opportunities to interact with native English speakers. They also have little access to authentic English and content in the sheltered classes, which are often simplified versions of regular courses adapted for students with limited English. Valdés (2001: 16) observes that there is much that teachers do not know about how the English language develops in second-language learners, and there is little information available to guide them in determining when ESL students at different levels can “compete” with mainstream students.

But first, in the next chapter, I turn to a description of how bilingualism is manifested in schools and society in a globalized world. FURTHER READING • • Grosjean, F. (2010). Bilingual: Life and reality. —François Grosjean, a leading authority in bilingualism, demystifies bilingualism in this highly readable book. Valdés, G. (2001). Learning and not learning English: Latino students in American schools. —Focusing on the lives of four Mexican children in an American middle school, Guadalupe Valdés examines both the policy and the instructional dilemmas surrounding language minority education in this compelling book.

Are placed in monolingual education programs and are expected to be mainstreamed quickly. We saw that immigrant students tend to be concentrated in low-performing schools in poor neighborhoods. In these schools, not only do ELs perform poorly, but mainstream English-speaking populations also do badly. When immigrant students are not isolated in these low-achieving schools, they tend to perform considerably better. Thus, rather than blame language minority children’s poor achievement on bilingual education, what schools need to do is to find ways to end the isolation of ELs and offer courses that are designed to teach them academic English.

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