Language and Identity in a Dual Immersion SchoolMultilingual Matters, 2007年1月1日 - 224 頁 This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the United States. The author follows the group during two school years, documenting their Spanish use and proficiency, as well as how their two languages intersect with the ongoing production of their identities. |
內容
Chapter 1 Introduction | 1 |
Chapter 2 Immersion Classroom Research and Methodology of this Study | 7 |
Chapter 3 InterAmerican Magnet School | 33 |
Chapter 4 FifthGrade Language Use and Proficiency | 54 |
Chapter 5 Identity Investments in Fifth Grade | 93 |
Chapter 6 Language Use in Eighth Grade | 116 |
Chapter 7 Spanish Proficiency in Eighth Grade | 138 |
Chapter 8 Identity Investments in Eighth Grade | 173 |
Chapter 9 Conclusions | 200 |
Epilogue | 214 |
References | 217 |
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常見字詞
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 French immersion gato gerund grammatical groupwork guage gusta heritage speakers high school Hispanic hombre IAMS students identity investments immersion contexts imperfect Inter-American Magnet School interviewed jardín know Spanish L1 and L2 L2 students Language and Identity LAS story LAS-O Latino levels of Spanish linguistic los Sánchez Maas María Elena math Matt Melissa observations off-task one-way immersion Otto overall parents preschool preterite produced reading Recent Arrival students scores second language social studies sociolinguistic 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