Adult biliteracy: sociocultural and programmatic responses
Offering an in-depth view of adult literacy/biliteracy by merging two fields--adult literacy and English as a Second Language--this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S.--issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented. "Adult Biliteracy: Sociocultural and Programmatic Responses "critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, andstudents concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.
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Adult Bilingualism and Biliteracy in the United States
Adult Biliteracy and Language Diversity
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Adult Biliteracy: Sociocultural and Programmatic Responses
Klaudia M. Rivera,Ana Huerta-Macias
Limited preview - 2017
activities adult education Adult Literacy alternative assessments assessments background knowledge bilingual adults bilingual education bilingualism and biliteracy biliteracy development CASA Latina CBOs chapter civic classroom community-based contexts critical literacy critical pedagogy cultural curriculum discuss education programs English language English literacy eracy example experiences focus guage gual Hispanic Hmong Huerta-Macias IDEPSCA immigrants implemented instruction interaction issues Korean language and literacy language development language learning language literacy language policy Latino learn English learners levels linguistic literacy and biliteracy literacy skills Mexican-origin population monolingual multilingual native language oral parents participants participatory pedagogy Pew Hispanic Center popular education proficiency projects Quintero reading and writing Rivera second language Skilton-Sylvester social sociocultural Socorro Spanish and English Spanish language speak English speak Spanish speakers standardized tests strategies teachers teaching TESOL tion U.S. Census Bureau U.S. Department United workers Wrigley York