implication for adult education and literacy is thus the need to expand and contextualize learning for our adults, so that they may find ... Part I, “Adult Biliteracy: Perspectives and Policies,” includes two chapters and a photo essay.
Author: Klaudia M. Rivera
Offering an in-depth view of adult literacy/biliteracy by merging two fields—adult literacy and English as a Second Language—this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S.—issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented. Adult Biliteracy: Sociocultural and Programmatic Responses critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.
ADULT. BILITERACY. When people today argue about “illegal aliens,” the last question on their minds may be the one explored in this book: how do “illegal aliens” chart the speechsounds of colloquial English?
Author: Tomás Mario Kalmar
How do "illegal aliens" chart the speech sounds of colloquial English? This book is timeless in offering an unusually direct entry into how a group of Mexican fruit pickers analyze their first encounter with local American speech in a tiny rural Midwestern community in the United States. Readers see close up how intelligently migrant workers help each other use what they already know—the alphabetic principle of one letter, one sound—to teach each other, from scratch, at the very first contact, a language which none of them can speak. They see how and why the strategies adult immigrants actually use in order to cope with English in the real world seem to have little in common with those used in publicly funded bilingual and ESL classrooms. What’s new in this expanded edition of Tomás Mario Kalmar’s landmark Illegal Alphabets and Adult Biliteracy are in-depth commentaries from six distinguished scholars—Peter Elbow, Ofelia García, James Paul Gee, Hervé Varenne, Luis Vázquez León, Karen Velasquez—who bring to it their own personal, professional, and (multi)disciplinary viewpoints.
Adult bilingualism and biliteracy in the United States: Theoretical perspectives. In K. M. Rivera & A. Huerta-Macias (Eds.), Adult biliteracy: Sociocultural and programmatic responses (pp. 3–28). New York: Lawrence Erlbaum.
Author: Eurydice B. Bauer
A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts and practical applications of these findings. Each chapter is structured in a similar format to offer parallel descriptions of the research, including a brief review of related empirical studies, an overview of the methods for data collection and analysis, a description of the main findings, and specific pedagogical implications to support educators’ efforts to construct meaningful, challenging, and dynamic literacy and language learning communities where one or more languages are used for communicating and learning. Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young children’s literate competencies in two languages in home and school contexts.
Hornberger , N.H. and Hardman , J. ( 1994 ) Literacy as cultural practice and cognitive skill : Biliteracy in a Cambodian adult ESL class and a Puerto Rican GED program . In D. Spener ( ed . ) Adult Biliteracy in the United States ( pp ...
Author: Nancy H. Hornberger
Publisher: Multilingual Matters
Biliteracy - the use of two or more languages in and around writing - an increasingly inescapable feature of our lives and schools worldwide, yet one which most educational policy and practice continues blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers and policy-makers in designing, carrying out and evaluating educational programmes for the development of bilingual and multilingual learners, each programme adapted to its own specific context, media and contents. The continua model is premised on a view of multilingualism as a resource and on the metaphor of ecology of language.
Hornberger, N. H., & Hardman, J. (1994) Literacy as cultural practice and cognitive skill: Biliteracy in a Cambodian adult ESL class and a Puerto Rican GED program. In D. Spener (Ed.), Adult biliteracy in the United States (pp.
Author: Josue M. Gonzalez
The book is arranged alphabetically from Academic English to Zelasko, Nancy.
Biliteracy in an ESL class and a GED program. In D. Spener (Ed.), Adult biliteracy in the United States (pp. 147–169). Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems. Kalmar, T.M. (1994).
Author: Marcia Farr
This volume provides an up-to-date review of sociolinguistic research and practice aimed at improving education for students who speak vernacular varieties of U.S. English, English-based Creole languages, and non-English languages, and presents socioculturally based approaches that acknowledge and build on the linguistic and cultural resources students bring into the school.
Los Angeles: California State Department of Education, 3-49. D'Annunzio, A. 1991. Using bilingual tutors and non-directive approaches in ESL: A follow-up report. Connections: A journal of Adult Literacy, 4, 51-52. Freire, P. 1970.
Author: Elsa Auerbach
Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.
Author: Maria de la Ruz ReyesPublish On: 2015-04-17
In D. Spener (Ed.), Adult biliteracy in the United States (pp. 15–45). McHenry, IL: Center for Applied Linguistics. Maguire, M. (1999). A bilingual child's choices and voices: Lessons in noticing, listening, and understanding.
Author: Maria de la Ruz Reyes
Publisher: Teachers College Press
This engaging collection examines the personal narratives of a select group of well-respected educators who attained biliteracy when they were young students, and in the era before bilingual education. These autobiographical accounts celebrate and make visible a linguistic potential that has been largely ignored in schools—the inextricable and emotional ties that Latinos have to Spanish. The authors offer teachers important lessons about the individual potential of their Latino students. These stories of tenacity and resilience offer hope for a new generation of bilingual learners who are too often forced to choose between English and their native language.
( MSE ) ( Adjunct EŘIC Clearinghouse on Literacy Education ) ED 368 222 FL 800 746 Spener , David , Ed . Adult Biliteracy in the United States . Language in Education : Theory and Practice 83 . Adjunct ERIC Clearinghouse for ESL ...
In the literature on adult bilinguals, most research on this issue has been on word recognition, ... This chapter contains two main sections, the first on adult bilingual reading and the second on biliteracy development in children.
Author: Alexander Pollatsek
Publisher: Oxford Library of Psychology
Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.