A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.
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?