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Forbidden language: English learners and restrictive language policies
Author(s): Patricia C. Gandara and Megan Hopkins
Abstract:
Pulling together the most up-to-date research on the effects of restrictive language policies, this timely volume focuses on what we know about the actual outcomes for students and teachers in California, Arizona, and Massachusetts—states where these policies have been adopted. Prominent legal experts in bilingual education analyze these policies and specifically consider whether the new data undermine their legal viability. Other prominent contributors examine alternative policies and how these have fared. Finally, Patricia Gándara, Daniel Losen, and Gary Orfield suggest how better policies, that rely on empirical research, might be constructed.
This timely volume:
- Features contributions from well-known educators and scholars in bilingual education.
- Includes an overview of English learners in the United States and a brief history of the policies that have guided their instruction.
- Analyzes the current research on teaching English learners in order to determine the most effective instructional strategies.
APA Citation:
Gandara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. New York, NY: Teachers College Press.
Link: http://store.tcpress.com/080775045X.shtml
Items in XPress
- Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society
- The Language Demands of School: Putting academic English to the test
- Language Issues: Readings for Teachers
- Translating Childhoods: Immigrant Youth, Language and Culture
- Recognizing different kinds of "head starts"
- Forbidden language: English learners and restrictive language policies
- The Construction of Moral and Social Identity in Immigrant Children's Narratives-in-translation
- He-said-she-said: Talk as social organization among black children
- Re-mediating literacy: culture, difference, and learning for students from nondominant communities
- Regimes of Language: Ideologies, Polities, and Identities
- Spanish-language Narration and Literacy: Culture, cognition, and emotion
- Language socialization: an historical overview
- Towards Expansive Learning: Examining Chicana/o and Latina/o Students’ Political-historical Knowledge
