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Bilingual Education in the 21st Century: A Global Perspective Bilingual Education in the 21st Century: A Global Perspective Bilingual Education in the 21st Century: A Global Perspective Bilingual Education in the 21st Century: A Global Perspective Author:
| Content Provider | Semantic Scholar |
|---|---|
| Author | García, Ofelia |
| Copyright Year | 2008 |
| Abstract | In this globalized era, many individuals around the world are becoming members of multiple language and sociocultural networks due to factors such as socioeconomic and geopolitical restructuring, increased international migrant mobility, growing minority rights movements, and revolutionary communication technologies. With the rise of such new and complex language and cultural interactions, Ofelia Garcia's book is a timely contribution that critically challenges prevailing monolingual ideologies and passionately advocates for alternative bilingual and multilingual orientations. Acknowledging linguistic diversity is the norm; this book is a plea for change. The book contains fifteen chapters housed in four parts. Part I is dedicated to detailing the 'what' and the 'why' of the proposed change. The author flatly states that considering the linguistic fluidity in the twenty-first century "monolingual schooling seems utterly inappropriate" (p. 16). Further, the book provides a rationale for bilingual schooling not solely based on pedagogy, but also grounded in a quest for greater social justice. The three subsequent parts of the book focus on the 'how' component of the proposed change. Garcia suggests that moving away from a monoglossic orientation of bilingualism, one that views languages as separate and whole entities, and towards a heteroglossic one that views languages as interrelated (p. 7) requires changes at three levels: theoretical foundations (the focus of Part II), organizational structures and policies (Part III), and enactment processes (Part IV). Garcia structures her discussion in these parts through genealogically outlining past developments, describing current realities and practices, and proposing future imaginaries. Part II deconstructs the monolingual assumptions inscribed in how language, bilingualism, and bilingual education have been historically understood. In addition to reviewing the two traditional monoglossically-informed models—subtractive bilingualism and additive bilingualism—this part of the book introduces two new heteroglossically-informed models: recursive bilingualism, which accounts for the revitalization of the ancestral |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.sil.org/system/files/reapdata/14/55/96/145596988516581609449540596494246254342/SILEBR_2010_007.pdf |
| Alternate Webpage(s) | https://www.wiley.com/en-us/exportProduct/pdf/9781405119948 |
| Alternate Webpage(s) | http://www.tesl-ej.org/pdf/ej49/r9.pdf |
| Alternate Webpage(s) | http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej49/r9.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
