This book is a longitudinal case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The book focuses most specifically on the children's acquisition of French and English during their early through late adolescence, in both their Louisiana and Quebec home environments.
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"This beautifully written work illustrates the power of the family, school, community, and peer group in shaping children's linguistic abilities and sensitizes the reader to profound lessons sorrounding bilingualism and the politics of bilingual education. Min Zhou, University of California, Los Angeles A successful example of a mixed-methods approach to longitudinal research, this book presents a comprehensive study of the development of biliteracy and bilingual proficiency that accounts thoroughly for the combined influences of home, school, and community. Steve Caldas succinctly illustrates how evolving bilingual identities fluctuate as they interact to varying degrees with age, geographical setting, and peer versus parental influences. A pleasure to read from beginning to end, this is one of those books that's hard to put down. Roy Lyster, Associate Professor, McGill University (Montreal)"
About the Author
Stephen J. Caldas is professor of educational foundations and leadership at the University of Louisiana - Lafayette. He has co-authored three previous books (with Carl L. Bankston III) including the just published book Forced to Fail: The Paradox of School Desegregation (published by Praeger in 2005), and A Troubled Dream: The Promise and Failure of School Desegregation in Louisiana (2002, Vanderbilt University Press). His research interests include psycholinguistics, socio/psychometrics, desegregation and the social/political contexts of education.
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Inside This Book
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Key Phrases - Statistically Improbable Phrases (SIPs):
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societal immersion, bilingual dominance, bilingual preference, biliterate children, proficiency survey, societal language, francophone school, immersion teacher, minority tongue, simultaneous bilingualism, bilingual project, immersion program, immersion students, immersion classrooms, language immersion, parle français, bilingual children, language mixing, teacher scores, language preferences Key Phrases - Capitalized Phrases (CAPs): (learn more)
United States, American English, Baton Rouge, John's French, Louisiana French, Québécois French, Bilingual Preference Ratio, Cajun French, Québec French, French-speaking Québec, Louisiana's French, Québec City, Bayou State, French Canadian, Les Ratons, New Brunswick, New Orleans, French-speaking Canada, Minimum Maximum Mean Std, North America, Nova Scotia, Snow White, Stephanie Pearson, Stephanie Valerie John Pearson, Zachary Richard New!
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societal immersion, bilingual dominance, bilingual preference, biliterate children, proficiency survey, societal language, francophone school, immersion teacher, minority tongue, simultaneous bilingualism, bilingual project, immersion program, immersion students, immersion classrooms, language immersion, parle français, bilingual children, language mixing, teacher scores, language preferences Key Phrases - Capitalized Phrases (CAPs): (learn more)
United States, American English, Baton Rouge, John's French, Louisiana French, Québécois French, Bilingual Preference Ratio, Cajun French, Québec French, French-speaking Québec, Louisiana's French, Québec City, Bayou State, French Canadian, Les Ratons, New Brunswick, New Orleans, French-speaking Canada, Minimum Maximum Mean Std, North America, Nova Scotia, Snow White, Stephanie Pearson, Stephanie Valerie John Pearson, Zachary Richard New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 74
books:
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1
book
cites this book:
- Huey Long by T. Harry Williams on page 17, and Back Matter
- Bilingual Education in Elementary and Secondary School Communities: Toward Understanding and Caring by Christian J. Faltis in Back Matter (1), and Back Matter (2)
- Foundations of Bilingual Education and Bilingualism by Colin Baker in Front Matter, and Back Matter
- The Acquisition of Two Languages from Birth: A Case Study (Cambridge Studies in Linguistics) by Annick de Houwer in Front Matter, and Back Matter
- Bilingual Acquisition: Theoretical Implications of a Case Study by Margaret Deuchar in Front Matter, and Back Matter
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