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. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children’s immediate interests?
The numerous rich examples of more and less effective strategies and practices within a variety of instructional contexts make this book essential reading for educators, parents, students and researchers interested in second language education. DePalma's findings will have important implications for program design, interventions, curriculum and instructional practices in second language learning programs.
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