Titlebook: Bilingual and Multilingual Education; Ofelia García,Angel M. Y.‘Lin,Stephen May Reference work 2017Latest edition Springer International P

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Signed Languages in Bilingual Educationview of the binary divisions (related to oralism/signing, deaf-normal/hearing, segregation/integration) that have plagued the field as well as research in the domain DE for over a century, this chapter highlights the establishment of a third position in terms of the place and space that is accorded

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Biliteracy and Multiliteracy in Bilingual Educatione recent focus in the field of biliteracy on the concept of translanguaging. Finally, the chapter reflects on challenges that need to be further researched within the field of biliteracy. These challenges include the fact that many teachers who support biliteracy are not fluent in the languages of t

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Bilingual Education in Hong Kongr works that have reported and described these processes, with attention to their implications for the existing language-in-education policies and practices in contemporary Hong Kong. Recurrent problems and future directions for research are also discussed.

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y relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edit978-3-319-02258-1

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Extending Understandings of Bilingual and Multilingual Education,d some of them. In this chapter we extend the definition of bilingual education to the use of diverse language practices to educate, and we identify the different ideologies that lead to diverse ways of doing bilingual education around the world. We show how bilingual education has to respond to the