Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children’s linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher’s strategies for doing so. In bilingual classrooms, teachers’ goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children’s immediate interests?
Table of Content
1. The Promise and Realities of Two-Way Instruction (TWI)
2. The Pragmatics of TWI Instruction: A Closer Look at What Really Happens
3. From Teaching Philosophies to Classroom Design
4. Making Sure They Don’t “Give it Away”: Keeping Spanish Alive
5. Daily Rituals and Routines: Safety in the Familiar
6. (Spanish) Language Arts: Participating in the Narrative
7. Tables Time: Language in Activity
8. Housekeeping and Blocks Centers: Keeping them Talking
9. Implications: Real Practices behind the Ideal Model
About the author
Renée De Palma received her Ph D in 2003 from the University of Delaware (USA), where she helped to establish La Red Mágica, a community-university collaborative project which aims to promote intercultural relationships between university students and minority children in a nearby urban community center. She is currently a Research Fellow at the University of Vigo, Spain. Her research over the years has focused on equalities and social justice in terms of race, ethnicity, language, sexuality and gender. She is mainly interested in the social construction of marginalization within and beyond schools, ways in which success and failure are co-constructed in institutional settings, and the design of counter-hegemonic institutional contexts and classroom practices.
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