Language Use in the Two-Way Classroom

<p>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?</p>