Language and identity in a dual immersion school
Author(s)
Bibliographic Information
Language and identity in a dual immersion school
（Bilingual education and bilingualism / series editors, Colin Baker and Nancy Hornberger, 63）
Multilingual Matters, c2007
- : hbk
- : pbk
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Note
Includes bibliographical references (p. 217-224)
Description and Table of Contents
Description
This book describes the educational experiences and linguistic outcomes of students in Chicago, Illinois, who are attending one of the oldest Spanish-English dual immersion schools in the United States. The author follows a group of students during fifth grade and again during eighth grade, documenting their Spanish use and proficiency as well as how Spanish and English intersect with the ongoing production of their identities.
Table of Contents
Table of Contents
Chapter 1: Introduction
Chapter 2: Immersion Classroom Research and Methodology of this Study
Chapter 3: Inter-American Magnet School
Chapter 4: Fifth Grade Language Use and Proficiency
Chapter 5: Identity Investments of Fifth Graders
Chapter 6: Language Use in Eighth Grade
Chapter 7: Spanish Proficiency in Eighth Grade
Chapter 8: Identity Investments in Eighth Grade
Chapter 9: Conclusions
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