We Are One, We Are Many: Portraits of Australian Bilingual Schools

Autor/in	Hones, Donald F.
Titel	We Are One, We Are Many: Portraits of Australian Bilingual Schools
Quelle	In: Multicultural Education, 12 (2005) 3, S.14-21 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cultural Pluralism; Foreign Countries; Immigrants; English (Second Language); Bilingual Schools; Bilingual Education Programs; Elementary Education + Suchen Sie Ihr Suchwort? Kulturpluralismus; Ausland; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual scholl; Bilinguale Schule; Elementarunterricht
Abstract	This article describes a study that addresses the cultural, historical and political contexts of immigrant bilingual education in Australia and particularly, Victoria. Data was collected through participant observation, audiotaped interviews, and library research to build ethnographic portraits of three schools containing four bilingual programs, with target languages of Chinese, Greek, Macedonian and Indonesian. Through a process of interpretive interactionism (Denzin, 1994), these portraits are examined, and include comparisons and contrasts to bilingual education programs in the United States. Finally, implications for educators, policymakers and others are suggested, including ways that supporters of bilingual education in other nations can learn from these portraits of three school programs. (ERIC).
Anmerkungen	Caddo Gap Press, 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Web site: http://www.caddogap.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10