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Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States

reviewed by Sharon Ulanoff - 2006

coverTitle: Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States
Author(s): Eugene E. García
Publisher: Teachers College Press, New York
ISBN: 0807745367, Pages: 216, Year: 2005
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Since the 1980s, research has demonstrated successful academic achievement for English language learners (ELLs) who have had the benefit of properly implemented bilingual programs (Collier and Thomas, 1998; Krashen and Biber, 1988; Ramírez, 1992; Willig, 1985). Dr. Eugene E. García, long recognized as an expert in the fields of multicultural and bilingual education, has written a comprehensive book that examines the relationship between bilingualism and schooling in the US. This book is a welcome addition to the literature on effective bilingual education practices in that it is situated in a sociopolitical context and, as the author states “…confronts the educational debate regarding effective instructional practices for bilingual students but does not avoid the political and ideological debates around issues like bilingual education, English First, immigration, and assimilation….” (p. xxxi). In this era of increasing diversity among school-age children within the context of anti-immigrant and anti-bilingual attitudes and legislation (García and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 26-29
https://www.tcrecord.org ID Number: 12066, Date Accessed: 7/23/2021 12:36:39 PM

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About the Author
  • Sharon Ulanoff
    California State University, Los Angeles
    E-mail Author
    SHARON H. ULANOFF is an Associate Professor of Elementary Reading and Bilingual Education in the Charter College of Education at California State University, Los Angeles, where she coordinates the Graduate Programs in Reading and teaches M.A. students and credential candidates. She is a former Bilingual teacher and has worked with bilingual students for the past 25 years. Her research interests include language and (bi)literacy development, narrative inquiry in multicultural settings, inquiry-based instruction and teacher research. She is currently conducting an ethnographic study of effective second language literacy instruction in a multi-age K-1-2 classroom. Her recent publications include “ ‘I don’t like not knowing how the world works:’ Examining Preservice Teachers’ Narrative Reflections” in Teacher Education Quarterly (2005), “Examining the Development of Reading Proficiency in Three Language Groups Using Multiple Sources” in the International Journal of Early Childhood Education (2004), “Developing Inquiry Questions: Encouraging Reflective Practice in a Language and Literacy Methods Course” in Action in Teacher Education (2004) and “Teachers as Researchers: Developing an Inquiry Ethic” in Teacher Development (2003).
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