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100   $a20020926d2003      uy         0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aContinua of biliteracy $ean ecological framework for educational policy, research, and practice in multilingual settings /$fedited by Nancy H. Hornberger
205   $a1st ed.
210   $aClevedon, England ;$aBuffalo $cMultilingual Matters$dc2003
215   $axxix, 370 p
225 1 $aBilingual education and bilingualism ;$v41
300   $aBibliographic Level Mode of Issuance: Monograph
311 0 $a1-85359-654-X 
311 0 $a1-85359-655-8 
320   $aIncludes bibliographical references and index.
327   $tFront matter --$tContents --$tForeword --$tIntroduction --$tAcknowledgments --$tAbout the Authors --$t1. Continua of Biliteracy --$t2. Revisiting the Continua of Biliteracy: International and Critical Perspectives --$t3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum --$t4. A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools --$t5. Searching for a Comprehensive Rationale for Two-way Immersion --$t6. Language Education Planning and Policy in Middle America: Students? Voices --$t7. Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential --$t8. To Correct or Not to Correct Bilingual Students? Errors is a Question of Continua-ing Reimagination --$t9. Biliteracy Teacher Education in the US Southwest --$t10. Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served? --$t11. Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations --$t12. When MT is L2: The Korean Church School as a Context for Cultural Identity --$t13. ?Be Quick of Eye and Slow of Tongue?: An Analysis of Two Bilingual Schools in New Delhi --$t14. Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach --$tAfterword --$tIndex
330   $aBiliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.
410  0$aBilingual education and bilingualism ;$v41.
606   $aEducation, Bilingual
606   $aLiteracy
606   $aMulticulturalism
610   $abilingual education.
610   $abilingualism.
610   $alanguage education.
610   $alanguage policy.
610   $amultilingualism.
615  0$aEducation, Bilingual.
615  0$aLiteracy.
615  0$aMulticulturalism.
676   $a370.117
701   $aHornberger$b Nancy H$01147015
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910811600903321
996   $aContinua of biliteracy$93991792
997   $aUNINA