SYLLABUS
Professor Nancy H.
Hornberger Room
334, 8-7957, nancyh@gse.upenn.edu
Mondays 2-4, Education
322 Please
call Lorraine at 8-8435 for appointments
Course Aims
The goal of the course
is to explore the wide range of issues affecting educational policy and
classroom practice in multilingual, multicultural settings. We will focus on selected US and
international cases to illustrate more general concerns relating to learners’
bilingual / bicultural / biliterate development in formal educational settings. The course is organized around the continua
of biliteracy framework which offers a heuristic for understanding the
influences on and processes of biliterate development. We begin at the macro
level, looking at policy contexts and program structures, and move to the micro
level to consider teaching and learning in the multilingual classroom. Throughout, we consider how discourses and
identities are interwoven in multilingual education policy and practice. We conclude
with attention to the role of teachers, researchers, and communities in
implementing change in schools.
Required Texts
Freeman, Rebecca D. (1998). Bilingual Education and Social Change. Clevedon, UK: Multilingual
Matters. ISBN 1-85359-418-0.
Hones, Donald F., & Cher Shou Cha (1999). Educating New Americans: Immigrant Lives and
Learning. Mahwah, NJ: Lawrence Erlbaum.
ISBN 0-8058-3134-7.
Hornberger, Nancy H. (1988). Bilingual
Education and Language Maintenance: A Southern Peruvian Quechua Case. Berlin: Mouton. ISBN 90-6765-357-8.
Hornberger, Nancy H., ed. (2003). Continua of Biliteracy: An Ecological
Framework for Educational Policy, Research and Practice in Multilingual
Settings. Clevedon, UK: Multilingual
Matters. ISBN 1-85359-654-X.
Schwarzer, David. (2001). Noa's Ark: One Child's Voyage into
Multiliteracy. Westport, CT: Heinemann.
ISBN 0-325-00279-7
Contexts of biliteracy: Diversity, policy, and discourse
9/10 Week 1. Discourses
of tolerance / intolerance: Biliteracy and U.S. policy
9/17 Week 2. Assimilationism/pluralism:
Multilingualism & educational policy worldwide
9/24 Week 3. Beyond
stereotypes: Asians in the US
Media of biliteracy: Bilingual, bidialectal,
multidiscoursal, multimodal education
10/1 Week 4. Language
ideology, language maintenance, and education: Quechuas in Peru
10/8 Week 5. Transitional,
maintenance, enrichment models: Bilingual & bidialectal education
BREAK
10/22 Week 6.
Teaching and learning
bilingually: Multilingual classroom discourse
Content of biliteracy: Available discourses in multiethnic /
multilingual classrooms
10/29 Week 7.
Culturally responsive
pedagogy: Immigrant and involuntary minorities
11/5 Week 8. Pedagogical
practices/Language and content: Latinos in the US
11/12 Week 9.
Continua of biliteracy: Hybrid
language and literacy practices
Development of biliteracy: Pedagogy of multiliteracies
11/19 Week 10. Situated
biliteracy: Development and assessment
11/26 Week 11. Situated
multiliteracies: Knowledge and instruction
Collaborating for change: Teachers, communities, and
researchers
12/3 Week 12. Teachers as change agents: Indigenous language education and
literacy
12/10 Week 13. Schools,
parents, and local communities: Community funds of knowledge
12/17 Week 14. Research
and practice in education in multilingual settings: Conscientização
Resources
on the web
http://brj.asu.edu/ (Bilingual Research Journal)
http://www.cal.org (Center for Applied Linguistics)
http://ccat.sas.upenn.edu/plc/clpp (Consortium
for Language Policy and Planning, U of Pennsylvania)
http://www.international.ucla.edu/lrc/hlj (Heritage
Language Journal)
http://www.asu.edu/educ/epsl (Language
Policy Research Unit, Arizona State University)
http://groups.yahoo.com/group/Multilingual_Literacy
(Multilingual_Literacy)
www.ncela.gwu.edu
(National Clearinghouse on English Language Acquisition), formerly
www.ncbe.gwu.edu (National Clearinghouse on Bilingual
Education)
www.nabe.org
(National Association for Bilingual Education)
http://ourworld.compuserve.com/homepages/jwcrawford (journalist James
Crawford's Language Policy homepage)
http://www.eastern.edu/publications/emme (Electronic
Magazine of Multicultural Education)
http://texasedequity.blogspot.com
(Educational Equity, Politics & Policy in Texas – Prof. Angela
Valenzuela)
ELLADVOC listserv – members only
(ELL Research and Advocacy – join by going to
http://users.rcn.com/crawj/Announcing.pdf>http://users.rcn.com/crawj/Announcing.pdf).
Course organization and requirements
SYNTHESIS AND CLASS PARTICIPATION REQUIREMENT (70% of grade)
A crucial component of
this course is the synthesis requirement
which constitutes a tool for dialogue and interaction, both oral and written,
with your peers and the instructor around the readings.
The synthesis process involves the following:
1)
Prepare
a 500 word, double-spaced typewritten synthesis based on each week's core
readings, following the guidelines below (#4). The synthesis is due on the day the topic is
covered in class. No late syntheses will
be accepted.
2)
During
class, you will usually be asked to exchange syntheses with your peers, read
and discuss together briefly. The ideas
and experiences thus shared will contribute to the discussion on the topic of
the day.
3)
You
will also be asked to comment on and award a grade to your peers’ syntheses,
using a rubric based on #4 below. All
syntheses will also be reviewed and graded by the instructor or the course
graduate assistant. Syntheses will be
marked according to the following scheme (see also rubric for grading
syntheses):
-
the synthesis does not meet the minimum requirements
√
the synthesis meets the requirement
+
the synthesis is exceptionally clear, focused, and persuasive.
4) Guidelines for writing the syntheses:
Please do not write
summaries of the articles. Choose a theme from
the assigned readings and demonstrate how all or several of the readings
illustrate the point or issue chosen.
Tell the reader how you are going to structure
the synthesis; for example, identify the theme(s) you will be dealing with
clearly from the outset.
Show how the themes are developed across texts;
i.e. go beyond outlining what the various sources contribute to the theme (e.g.
compare / contrast).
Be selective about what detail you choose to
include.
Explain carefully how the authors develop the
theme, before you insert your own observations (i.e. interact with the authors’
views).
Demonstrate that you have done the reading, and
that you have read, at least in respect to the theme(s) you have chosen to
focus on, closely and critically.
Explain why
the points you mention are interesting or exciting or why you agree or disagree.
Substantiate claims that you make yourself by
indicating what you base them on, e.g. personal experience / observation.
Use referencing conventions correctly and consistently
- if you do not know what these are, consult the Publication Manual of the American Psychological Association
(APA).
5) You are required to write a total of 10
weekly syntheses over the course of the semester. Please note that even when you do not write a
synthesis, you are required to have done the assigned readings and you are
expected to participate in class discussion.
BOOK REVIEW AND CLASS ACTIVITY FACILITATION (30 % of grade)
Students are required to
review one of the books listed under Supplementary Books or another book of
their own choosing (all those choosing their own book should check with me
beforehand). The review will be
presented both orally and in written form.
Along with a group you are assigned to, you
will give an oral presentation and conduct a short class session based on your
book review (15% of your course grade).
Your group will have a portion of class time to structure your
presentation and interactive classroom activity. The oral book review presentations should
include the following: a 5-minute summary and critique of the book you are
reviewing, including links to other books reviewed that day and to the week's
theme; and a 20-30 minute structured, interactive class activity that helps to
involve the class in the arguments / concepts / questions being raised by the
book.
The written review should be approximately
1000 words long and conform to publishable standards. In preparing this review,
you are expected to read some reviews in scholarly journals such as Anthropology and Education Quarterly; Bilingual Research Journal; Harvard Education Review; International Journal of Bilingual Education
and Bilingualism; Language and
Education; Language, Identity, and
Education; Language in Society; Language Policy; Linguistics and Education; and TESOL
Quarterly to familiarize yourself with the genre. Also possibly Journal of Latinos and Education; or Diaspora, Indigenous, and Minority Education: An International Journal,
for some books (these last two are not especially language-oriented, though).
The written review will be due in class on Week 10. No late reviews will be
accepted. It will be graded for clarity, completeness, coherence, critique, and
appropriateness for audience. Please
specify a journal you have in mind. (15% of your grade).
I encourage students
to submit their book reviews for publication and over the years, a number have
been published in this way.
Please note: Students are expected to complete all course work within
the semester. If extenuating circumstances
require you to take an incomplete, you must request permission from the
instructor at least 2 weeks before the end of the semester. To make up the incomplete, you must turn in
your work at least 4 weeks before the end of the semester in which you
wish to receive a grade. If the work is
not made up after 1 year, your incomplete becomes permanent.
Reading Outline
Core readings should always be done before the class meeting. Week 1's core readings should be done as soon
as possible after the class meeting. The reading load is heaviest in the weeks
when whole books are assigned. You may want to plan ahead and spread the
reading of these books across adjoining weeks.
Core readings marked with an * are reprints and are available
in the course packet available for purchase.
For each week, I have also suggested supplementary
readings for those interested in following up on the topic. These include chapters from the supplementary
text Foundations of Bilingual Education
and Bilingualism by Colin Baker, an excellent introductory overview to the
issues we will cover. They also include
other references which may be among those cited in the day's lecture.
CONTEXTS OF BILITERACY: DIVERSITY, POLICIES, AND DISCOURSES
Week 1. Discourses of tolerance / intolerance:
Biliteracy and U.S. policy
Core readings
Hornberger, Nancy H. Continua (2003), chapters 1 & 2.
*Skilton-Sylvester, Ellen (2003). Legal
discourse and decisions, teacher policymaking and the multilingual
classroom: Constraining and supporting Khmer/English
biliteracy in the United States. In A. Creese & P. Martin (Eds.), Multilingual classroom ecologies:
Inter-relationships, interactions, and ideologies (pp. 8-24). Clevedon, UK:
Multilingual Matters.
Supplementary readings
Baker,
Colin (2006). Foundations, Chapters
1, 9 & 12.
Crawford, James
(2006). Official English legislation: Bad for Civil Rights, bad for America’s
interests, and even bad for English (Testimony before the House
Subcommittee on Education Reform).
Available on Crawford’s Language Policy website.
Garcia, Eugene E. (2002). Bilingualism
and schooling in the United States. International
Journal of the Sociology of Language, 155/156, 1-204, including reviewers'
commentaries and Garcia's response.
Hornberger, N. H., L. Harsch, B. Evans,
& M. Cahnmann (1999). Language education of language minority students in
the United States. Working Papers in
Educational Linguistics, 15(1),1-30.
Macedo, D. (2000). The
colonialism of the English only movement. Educational
Researcher, 29(3), 15-24.
Week 2. Assimilationism / pluralism: Multilingualism and
educational policy worldwide
Core readings
*Fishman, J. (1982). Sociolinguistic
Foundations of Bilingual Education. Bilingual Review/La Revista Bilingüe 9,1-35.
* Rampton, B., Harris, R., & Leung,
C. (1997). Multilingualism in England. Annual
Review of Applied Linguistics 17,
224-241.
* Santa Ana, O. (1999). 'Like an animal I
was treated': Anti-immigrant metaphor in US public discourse. Discourse & Society 10(2), 191-224.
* Hornberger, N. H. (2000). Bilingual
education policy and practice in the Andes: Ideological paradox and
intercultural possibility. Anthropology
and Education Quarterly 31(2), 173-201.
Supplementary readings
Baker, Colin (2006). Foundations,
Chapters 17 & 18.
Cummins, J. (1986). Empowering minority
students:A framework for instruction. Harvard
Educational Review 56, 18-36.
Hornberger, Nancy H. (1998). Language
policy, language education, language rights: Indigenous, immigrant, and
international perspectives. Language in
Society, 27(4), 439-458.
Janks, H. (2000). Domination, access, diversity and design: A synthesis
for critical literacy education. Educational
Review, 52(2), 175-186.
Ruiz, Richard. (1984). Orientations in
language planning. NABE Journal, 8(2),
15-34.
Week
3. Beyond stereotypes: Asians in the US
Core readings
Hones, Donald (1999). Educating New Americans.
*Lee, Stacey J. (1994).
Behind the model-minority stereotype: Voices of high and low-achieving
Asian American students. Anthropology and Education Quarterly 25(4),
413-429.
Supplementary readings
Lee, Stacey J. (1996). Unraveling the "Model Minority"
Stereotype: Listening to Asian American Youth. New York: Teachers College
Press.
McKay, Sandra L., &
Wong, Sau-ling (Eds.). (2000). New
Immigrants in the United States: Readings for Second Language Educators.
NY: Cambridge University Press. Chapters
7-11.
Reyes, A. (2006). Language, identity, and stereotype among
Southeast Asian American youth.
Lawrence Erlbaum.
Walker-Moffat, Wendy (1995). The
Other Side of the Asian American Success Story. San Francisco: Jossey Bass.
***BREAK*** NO CLASS MEETING
MEDIA OF
BILITERACY: BILINGUAL, BIDIALECTAL, MULTIDISCOURSAL, MULTIMODAL EDUCATION
Week 4. Language ideology, language
maintenance, and education: Quechuas in Peru
Core reading
Hornberger, Nancy H. (1988).
Bilingual Education and Language Maintenance.
Supplementary readings
Baker, Colin (2006). Foundations,
Chapters 3 & 4.
Week 5. Transitional, maintenance, enrichment
models: Bilingual & bidialectal
education
Core readings
*Hornberger, N. H. (1991). Extending enrichment bilingual education:
Revisiting typologies and redirecting policy.
In O. García (ed.), Bilingual
Education: Focusschrift in honor of Joshua A. Fishman. Volume 1.
Philadelphia: John Benjamins, pp. 215-234 (and references 311-339).
* Freeman, R. (2000).
Contextual challenges to dual-language education: A case study of developing middle school program. Anthropology and Education Quarterly, 31(2),
202-229.
*Anderson, G., &
Irvine, P. (1993). Informing critical literacy with ethnography. In C.
Lankshear & P. McLaren (Eds.), Critical
Literacy: Politics, Praxis and the Postmodern (pp. 81-104). Albany, New
York: SUNY Press.
*Malcolm, I. G., & Sharifian, F. (2005). Something old, something
new, something borrowed, something blue: Australian Aboriginal students'
schematic repertoire. Journal of
Multilingual and Multicultural Development, 26(6), 512-532.
Supplementary readings
Baker, Colin (2006). Foundations, Chapters 10 & 11.
Christian, Donna, &
Genesee, Fred (Eds.) (2001). Bilingual
Education. Washington DC: TESOL.
Torres-Guzmán, María. (2002). Dual
language programs: Key features and results. NCBE Directions in Language and Education, 14, 1-16 [online at
ncela.gwu.edu]
Week 6. Teaching and learning bilingually:
Multilingual classroom discourse
Core readings
Hornberger,
Nancy H. (2003). Continua, Chapters 3, 4, 5.
*Martin-Jones, M. (1995). Code-switching in the classroom: Two decades
of research. In Lesley Milroy &
Pieter Muysken (eds.), One Speaker, Two
Languages. Cambridge University
Press, pp. 90-111.
*Martin-Jones, M., & Saxena, M.
(1996). Turn-taking, power asymmetries, and the positioning of bilingual
participants in classroom discourse. Linguistics
and Education, 8(1), 105-123.
Supplementary readings
Baker, Colin (2001). Foundations, Chapter 13.
Creese, A., & P. Martin (Eds.) (2003). Multilingual classroom ecologies: Inter-relationships, interactions and
ideologies. Clevedon, UK: Multilingual Matters.
Heller, Monica, & Martin-Jones, Marilyn
(Eds.). (2001). Voices of Authority:
Education and Linguistic Difference. Norwood, NJ: Ablex.
Pennington, M. C.
(1999). Framing bilingual classroom discourse: Lessons from Hong Kong secondary
school classes. International Journal of
Bilingual Education and Bilingualism, 2(1), 53-73.
Poon, A. Y. K. (1999).
Chinese medium instruction policy and its impact on English learning in
post-1997 Hong Kong. International
Journal of Bilingual Education and Bilingualism, 2(2), 131-146.
CONTENT OF
BILITERACY: AVAILABLE DISCOURSES IN MULTIETHNIC / MULTILINGUAL CLASSROOMS
Week 7. Culturally responsive pedagogy:
Immigrant and involuntary minorities
Core Readings
*Jacob, Evelyn & Jordan, Cathie (Eds.) (1993). Minority Education: Anthropological
Perspectives pp. 3-13, 27-65, 83-128 [Jacob & Jordan; Erickson; Vogt,
Jordan & Tharp; Ogbu; Gibson]
*Osborne, A. Barry. (1996). Practice into
theory into practice: Culturally relevant pedagogy for students we have
marginalized and normalized. Anthropology
and Education Quarterly, 27(3), 285-314.
Supplementary Readings
Ada, A. F. (1986). Creative education for
teachers. Harvard Educational Review, 56,
386-394.
Olsen, Laurie. (2001). And Still We Speak.... Stories of
Communities Sustaining and Reclaiming Language and Culture. Oakland, CA:
California Tomorrow.
Varenne, H., McDermott,
R., Goldman, S., Naddeo, M., & Rizzo-Tolk, R. (1999). Successful Failure: The School America Builds. Boulder, CO:
Westview Press.
Week 8. Pedagogical practices/Language and
content: Latinos in the US
Core readings
Freeman, Rebecca (1998). Bilingual Education and Social Change.
Hornberger,
Nancy H. (2003). Continua, Chapters
6, 7, 8.
Supplementary readings
Green, Judith L., & Dixon, Carol N.
(1993). "Talking knowledge into being": Discursive and social practices
in classrooms. Linguistics and Education,
5(3&4), entire issue [Santa Barbara Classroom Discourse Group].
McKay, Sandra L., & Wong, Sau-ling
(Eds.). (2000). New Immigrants in the
United States: Readings for Second Language Educators. NY: Cambridge
University Press. Chapters 3-6.
Wong-Fillmore, Lily , & Valadez,
Concepción. (1986). Teaching bilingual learners. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp.
648-685). NY: Macmillan.
Week 9.
Continua of biliteracy: Hybrid language and literacy practices
Core readings
Hornberger, Nancy H. (2003).
Continua, Chapters 1 & 2
(re-read).
*Moll, Luis & Stephen Diaz (1985)
Ethnographic Pedagogy: Promoting Effective Bilingual Instruction. In E. García & R.V. Padilla (eds.), Advances in Bilingual Education Research. U. of Arizona Press, pp.127-149.
*Hornberger, N. H. (1990). Creating
successful learning contexts for bilingual literacy. Teachers College Record, 92(2), 212-229.
*Gutiérrez, K. D.,
Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity
and hybrid language practices in the third space. Mind, Culture, and Activity: An International Journal, 6 (4),
286-303.
Supplementary readings
Baker, Colin (2006). Foundations, Chapter 14.
Martin, P. W. (1999).
Bilingual unpacking of monolingual texts in two primary classrooms in Brunei
Darussalam. Language and Education, 13(1),
38-58.
DEVELOPMENT
OF BILITERACY: PEDAGOGY OF MULTILITERACIES
Week 10.
Situated biliteracy: Development and assessment
Core reading
Schwarzer, David. (2001). Noa's Ark: One Child's Voyage into
Multiliteracy.
Supplementary reading
August, D. & Hakuta, K. (Eds.)
(1997). Improving Schooling for Language-Minority Children: A Research Agenda. Washington DC: National Academy Press.
August, D. & T. Shanahan (Eds.)
(2006). Developing literacy in second-language learners: Report of the National
Literacy Panel on Language Minority Children and Youth. Lawrence Erlbaum.
Baker, Colin (2006). Foundations,
Chapters 2, 5, 6, 7 & 15.
Week 11.
Situated multiliteracies: Knowledge and instruction
Core readings
*Cazden, C., Cope, B., Fairclough, N.,
Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels, S., &
Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
*Walqui, A. (2006). Scaffolding instruction for English language
learners: A conceptual framework. International
Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Supplementary readings
Baker, Colin (2006). Foundations,
Chapters 8 & 19.
Cope, Bill, & Kalantzis, Mary (Eds.).
(2000). Multiliteracies: Literacy
Learning and the Design of Social Futures. London: Routledge.
Cummins, Jim. (1996). Negotiating Identities: Education for
Empowerment in a Diverse Society. Ontario, CA: California Association for
Bilingual Education.
Stein, P. (2000).
Rethinking resources: Multimodal pedagogies in the ESL classroom. TESOL Quarterly, 34(2), 333-336.
Stein, P. (2004). Re-sourcing resources:
Pedagogy, history and loss in a johannesburg classroom. In M. R. Hawkins (Ed.),
Language learning and teacher education:
A sociocultural approach (pp. 35-51). Clevedon, UK: Multilingual Matters.
COLLABORATING FOR CHANGE: TEACHERS, COMMUNITIES, AND
RESEARCHERS
Week
12. Teachers as change agents: Indigenous
language education and literacy
Core reading
Hornberger, Nancy H.
(2003). Continua, Chapters 9, 10, 11.
*McCarty, Teresa L.
& Ofelia Zepeda, eds. (1995). Indigenous Language Education and
Literacy. Bilingual Research Journal 19 (1), 101-139 [Vogt & Au; Begay et
al.].
Corson, D. (1998). Chapter 3: Changing the education of
aboriginal peoples. Changing Education for Diversity.
Buckingham: Open University Press, pp. 44-82.
Lipka, Jerry, Mohatt, Gerald, & Group,
Ciulistet. (1998). Transforming the
Culture of Schools: Yup'ik Eskimo Examples. Mahway, NJ: Lawrence Erlbaum.
McCarty, Teresa L. &
Ofelia Zepeda, eds. (1995). Indigenous Language Education and
Literacy. Bilingual Research Journal 19 (1), 83-178.
Week
13. Schools, parents, and local
communities: Community funds of knowledge
Core readings
Hornberger, Nancy H. (2003). Continua,
Chapters 12 & 13.
*Torres Guzmán, Maria.
(1991). Recasting frames: Latino parent
involvement. In M. McGroarty & C. Faltis (Eds.), Languages in School and Society:
Policy and Pedagogy (pp. 529-552). Berlin: Mouton.
*González, N. (1995).
Educational innovation: Learning from households. Practicing Anthropology, 17, 3-25.
*González,
N, L.C. Moll, M.F. Tenery, A. Rivera, P. Rendón, R. González, & C. Amanti
(1995). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 443-470.
Supplementary
readings
Ada, Alma Flor. (1988).
The Pajaro Valley experience: Working
with Spanish-speaking parents to develop children's reading and writing skills
through the use of children's literature. In T. Skutnabb-Kangas & J.
Cummins (Eds.), Minority Education: From Shame to Struggle (pp. 223-238).
Clevedon: Multilingual Matters.
Delgado-Gaitan. (1990). Literacy for empowerment: The role of parents in children's education.
London, New York: Falmer Press.
Faulstich Orellana,
Marjorie. (2002). The work kids do. Harvard
Educational Review, 71(3), online at gseweb.harvard.edu/~hepg/her.html.
Vásquez, Olga A. (2002).
A participatory perspective on parental involvement. In J. Mora & D. Diaz
(Eds.), Research in Action: A Participatory
Model for Advancing Latino Social Policy.
Haworth Press.
Week 14. Research and
practice in education in multilingual settings: Conscientização
Core
readings
Hornberger,
Nancy H. (2003). Continua, Chapter 14 & Afterword.
*Freire, Paulo. (1970).
The adult literacy process as cultural action for freedom. Harvard Educational Review, 40(2), 205-225.
*Cameron, D., Frazer,
E., Harvey, P., Rampton, M. B. H., & Richardson, K. (1992). Researching Language: Issues of Power and
Method. London: Routledge, pp. 1-28, 131-144 (including references).
*Cummins, J. (1999).
Alternative paradigms in bilingual education research: Does theory have a
place? Educational Researcher, 28(7),
26 - 32.
*Henning, E. (2000). Walking with “barefoot” teachers: An
ethnographically fashioned casebook. Teaching and Teacher Education 16, 3-20.
Supplementary readings
Cochran-Smith, Marilyn,
& Lytle, Susan. (1999). Relationships of knowledge and practice: Teacher
learning in communities. Review of
Research in Education, 24.
Corson, D. (1998). Chapters 1 & 2. Changing
Education for Diversity. Buckingham: Open University Press, pp. 1-43.
Martin-Jones, M., &
Jones, K. (Eds.). (2000). Multilingual
Literacies: Reading and Writing Different Worlds. Philadelphia: John
Benjamins.
Supplementary Books
(selected from 2005-2007)
Bauman, R. (2005). A world of others' words: Cross-cultural perspectives on
intertextuality: Blackwell.
Blackledge, A. (2005). Discourse
and power in a multilingual world.
Philadelphia: John Benjamins.
Cruickshank, K. (2006). Teenagers,
literacy and school: Researching in multilingual contexts. London and New
York: Routledge.
Deuchar, M. (2007). Cutting edge research in bilingualism. International Journal of Bilingual Education
and Bilingualism, 10(3), entire issue.
Feng, A. (Ed.). (2007). Bilingual
education in China: Practices, policies and concepts. Clevedon, UK: Multilingual Matters
Publishers.
García, O., & Baker, C. (Eds.). (2007). Bilingual education: An introductory reader. Clevedon, UK:
Multilingual Matters.
García, O., Skutnabb-Kangas, T., & Torres-Guzmán, M. E. (Eds.)
(2006). Imagining Multilingual Schools: Languages in Education and
Glocalization. Clevedon, UK:
Multilingual Matters.