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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

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The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

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The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Book Information

   

Title: Language & Literacy Teaching for Indigenous Education
Subtitle: A Bilingual Approach
URL: http://www,multilingual-matters.com
Series Title: Bilingual Education & Bilingualism
Description:

Language and Literacy Teaching for Indigenous Education:
A Bilingual Approach
Norbert Francis and Jon Reyhner (Northern Arizona University)

Key features  Makes an important contribution to the field of bilingual education  Offers a practical guide for realising the untapped potential of bilingualism and bilingual development in schools and communities

Description
Language and Literacy Teaching for Indigenous Education: A Bilingual Approach presents a proposal for the inclusion of indigenous languages in the classroom. Based on extensive research and field work by the authors in communities in the United States and Mexico, the book explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program.

Contents
Part I: A Survey of the Americas: History and Current Situation of Indigenous Languages in Education
I. Prospects for Learning and Teaching Indigenous Languages
II. State of the Languages
III. Language Policy and Language Planning: The Role of School and Indigenous Language Literacy
Part II: Curriculum and Materials, Classroom Strategies
IV. Promoting Additive Bilingual Development
V. The Bilingual Classroom
VI. Biliteracy: Teaching Reading and Writing in the Indigenous Language
VII. Language Assessment
VIII. Conclusion: A Teaching Model for Realizing the Potential of Additive Bilingualism
IX. Resources for Schools and Communities

Author information
Norbert Francis teaches courses in language learning and language teaching at Northern Arizona University. He has worked as a bilingual immersion teacher in the United States and in bilingual indigenous community schools in Mexico. His primary interests lie in the study of child language development, second language learning, and biliteracy.
Jon Reyhner is currently professor of Bilingual/Multicultural Education at Northern Arizona University. Formerly co-ordinator of the Indian Bilingual Teacher Training Program at Montana State University-Billings, he has worked as a teacher and school administrator in Indian community schools in Arizona, Montana and New Mexico. His research interests include improving the academic achievement of American Indian students and indigenous language revitalization.

Bilingual Education and Bilingualism 37 September 2002 Format 210x148mm x + 262pp
Hbk ISBN 1-85359-601-9 £59.95 / US$89.95 / CAN$119.95
Pbk ISBN 1-85359-600-0 £24.95 / US$39.95 / CAN$49.95

Publication Year: 2002
Publisher: Multilingual Matters
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Sociolinguistics
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 1853596019
ISBN-13: N/A
Pages: 262
Prices: £59.95 / US$89.95 / CAN$119.95

 
 
Format: Paperback
ISBN: 1853596000
ISBN-13: N/A
Pages: 262
Prices: £24.95 / US$39.95 / CAN$49.95