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In uniting theory on and practice in the use of Spanish for persons whose home language is Spanish, the editors demonstrate the role played by home languages in cognitive and social development. This book should suprise traditional instructors, and may inspire new teachers, and perhaps bring students to recognize that they can use their linguistic and cultural resources to expand their knowledge of Spanish. The clearly presented approaches covered include linguistics, anthropological, sociological, foreign language and pedagogical and, importantly, the book brings together a number of pedagogical issues from the use of computers to the use of co-operative approaches to maximise the effective teaching and learning of Spanish by Spanish speaking persons.; This book is designed to overcome the difficulties faced by Spanish students and teachers when coping with bilingualism, code-switching, the use of dialects, language learning in art classes, computing and writing composition, the organization of the curriculum and initial training of teachers who work with native speakers of Spanish.
| List of Tables, Figures and Activities | ||
| Acknowledgments | ||
| Foreword | ||
| Pt. I | Theoretical Advances | |
| Introduction | 1 | |
| 1 | Towards a Framework for the Study of the Maintenance of the Home Language in Language Minority Students | 5 |
| 2 | Culture and Language: The Ethnographic Approach to the Study of Learning Environments | 26 |
| 3 | A Researcher's Reflections on Bridging Dialect and Second Language Learning: Discussion of Problems and Solutions | 45 |
| 4 | Native Language Loss and Its Implications for Revitalization of Spanish in Chicano Communities | 58 |
| 5 | Language Variation in the Spanish of the Southwest | 75 |
| 6 | The Teaching of Spanish to Bilingual Spanish-Speakers: A 'Problem' of Inequality | 82 |
| 7 | Bilingual Code-Switching: An Overview of Research | 94 |
| Pt. II | Practical Advances: Redefining the Content and Process of the Curriculum | |
| 8 | Language Acquisition Theory and Classroom Practices in the Teaching of Spanish to the Native Spanish Speaker | 115 |
| 9 | The Role of Chicano Literature in Teaching Spanish to Native Speakers | 124 |
| 10 | Using Elements of Cooperative Learning in the Communicative Foreign Language Classroom | 144 |
| 11 | Folk Art in the Classroom | 153 |
| 12 | Effective Computer Uses for Teaching Spanish to Bilingual Native Speakers: A Socioacademic Perspective | 160 |
| 13 | An Introduction to Computer-Assisted Spanish Language Learning | 171 |
| Pt. III | Case Studies of Curriculum and Program Innovation | |
| 14 | Spanish for Spanish Speakers: A Curriculum | 203 |
| 15 | Tapping a Natural Resource: Language Minority Students as Foreign Language Tutors | 208 |
| 16 | Using Expert Teacher Knowledge to Develop Curriculum for Native Spanish-Speaking Secondary Students | 222 |
| Pt. IV | Summary and Conclusion | |
| 17 | The Relevance of Theory on Language and Culture with Pedagogical Practices | 259 |
| Notes on Contributors | 268 | |
| Index | 272 |
Overview
In uniting theory on and practice in the use of Spanish for persons whose home language is Spanish, the editors demonstrate the role played by home languages in cognitive and social development. This book should suprise traditional instructors, and may inspire new teachers, and perhaps bring students to recognize that they can use their linguistic and cultural resources to expand their knowledge of Spanish. The clearly presented approaches covered include linguistics, anthropological, sociological, foreign ...