Language and Identity in a Dual Immersion SchoolMultilingual Matters Limited, 2007 - 224 頁 This book describes the educational experiences and linguistic outcomes of students in Chicago, Illinois, who are attending one of the oldest Spanish-English dual immersion schools in the United States. The author follows a group of students during fifth grade and again during eighth grade, documenting their Spanish use and proficiency as well as how Spanish and English intersect with the ongoing production of their identities. |
內容
Acknowledgements | 10 |
Immersion Classroom Research and Methodology | 11 |
InterAmerican Magnet School | 33 |
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Adela asked bilingual education Carolina casarse Chapter Chicago Chicago Public Schools classmates classroom language Colin Baker corpus curriculum dents dual immersion programs dual immersion school eighth grade English during Spanish estaba fifth grade FLOSEM four focal students four students French immersion gato gerund grammatical groupwork guage gusta heritage speakers high school Hispanic hombre IAMS students identity imperfect interviewed investments jardín know Spanish L1 and L2 L2 students LAS story LAS-O Latino levels of Spanish linguistic Logramos los Sánchez Maas Magnet School María Elena math Matt Matt's Melissa monolingual observations off-task one-way immersion oral Spanish Otto overall parents preschool preterite produced reading Recent Arrival students score second language social studies sociolinguistic Spanish and English Spanish L1 students Spanish language arts Spanish lessons Spanish proficiency Spanish speakers Spanish turns speak Spanish story subjunctive Table talk Tarone task taught teach teacher-fronted lessons tests Torres verbs