Literacy Development: The 21st Century Bilingual Immersion Classroom

Autor/in	Sanders, Schalea S.
Titel	Literacy Development: The 21st Century Bilingual Immersion Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 4, S.369-378 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanders, Schalea S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1529140
Schlagwörter	Literacy Education; Chinese; Spanish; Immersion Programs; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Bilingual Education Programs; Teaching Methods; Learner Engagement; Access to Education; Content and Language Integrated Learning; Barriers; Common Core State Standards; National Standards; Elementary Secondary Education; School Policy; Educational Benefits; Program Implementation + Suchen Sie Ihr Suchwort? China; Chinesen; Spanisch; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; CLIL; Lernkonzept; Common core curriculum; Curriculum; Kerncurriculum; Schulpolitik; Bildungsertrag
Abstract	Reading and writing translate to centuries of shared knowledge and can be expanded upon with the ability to acquire multiple tongues. In response to today's most widely spoken languages, Chinese/English and Spanish/English dual language immersion programs continue to grow across the United States. Unfortunately, the lack of uniformity in the structure and implementation of national bilingual programs is as prominent as bilingual educators' concerns on how to best support emergent bilinguals in their development of biliteracy, while meeting state and national standards in both English and the partner language. Immersion classrooms will benefit from practical and effective ways to inform instruction for increased student engagement, greater access to bilingual education resources, and support to deliver content area instruction in the target language to both native and non-native English-speaking students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01