BEYOND BILINGUAL EDUCATION: NEW IMMIGRANTS AND PUB / Edition 3

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Overview

Gershberg (management and urban policy, New School U., New York City), Danenberg (Public Policy Institute of California), and Sánchez (bicultural-bilingual studies, U. of Texas, San Antonio) report findings from a study of elementary and middle school English language learners (ELL) and recent immigrant students in five large urban districts—Fresno, Long Beach, L. A., San Diego, and San Francisco. The authors present a statistical profile of these students and analyze interviews with school and district staff, which highlight the obstacles to success the students must overcome, the differences in the ELL and immigrant student experiences, and the issues faced by the schools and district staff providing their education. For scholars, students, educators, and policymakers. Annotation ©2004 Book News, Inc., Portland, OR
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Product Details

  • ISBN-13: 9780877667230
  • Publisher: Urban Institute Press
  • Publication date: 1/30/2004
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 234
  • Product dimensions: 60.00 (w) x 87.50 (h) x 7.50 (d)

Table of Contents

Acknowledgments ix
Abbreviations xiii
1 Immigrant Education--The Program and Policy Landscape 1
2 Recent Immigrant and ELL Students and Their Schools 17
3 School Achievement and Resources: The Differing Experiences of Recent Immigrant and ELL Students 45
4 Recent Immigrant Challenges and Public School Responses 67
5 The Debate over Language Acquisition: Caught between "Bilingual" Education and English Immersio 97
6 Educator Evaluations of Language Assessment, Placement, and Accountability Systems 117
7 Mapping Recent Immigrant Students onto the Education Policy Landscape: Summary, Policy Recommendations, and Directions for the Future 143
Epilogue: Public Schools Caught in the Hypocrisy of Immigration Policy and Politics 153
Appendix A. California State Programs Serving Immigrant and ELL Students 157
Appendix B. Data Sources, Descriptive Methods, and Additional Quantitative Analysis 163
Appendix C. Selection Processes and Methods for Interviews 189
Appendix D. Coding Criteria for Language Assessment and Accountability Analysis 205
Appendix E. Additional Discussion on General Impressions of the Academic Performance Index (API) 207
Appendix F. Sample Home Language Survey 211
References 213
Additional Readings 223
About the Authors 229
Index 231
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