10. Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?

Chapters in this book

1. Frontmatter i
2. Contents v
3. Foreword vii
4. Introduction xii
5. Acknowledgments xxiv
6. About the Authors xxv
7. Part 1: Continua of Biliteracy
8. 1. Continua of Biliteracy 3
9. 2. Revisiting the Continua of Biliteracy: International and Critical Perspectives 35
10. Part 2: Language Planning
11. 3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum 71
12. 4. A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools 91
13. 5. Searching for a Comprehensive Rationale for Two-way Immersion 122
14. Part 3: Learners’ Identities
15. 6. Language Education Planning and Policy in Middle America: Students’ Voices 147
16. 7. Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential 166
17. 8. To Correct or Not to Correct Bilingual Students’ Errors is a Question of Continua-ing Reimagination 187
18. Part 4: Empowering Teachers
19. 9. Biliteracy Teacher Education in the US Southwest 207
20. 10. Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served? 232
21. 11. Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations 248
22. Part 5: Sites and Worlds
23. 12. When MT is L2: The Korean Church School as a Context for Cultural Identity 269
24. 13. ‘Be Quick of Eye and Slow of Tongue’: An Analysis of Two Bilingual Schools in New Delhi 291
25. Part 6: Conclusion
26. 14. Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach 315
27. Afterword 340
28. Index 363