This volume offers the most comprehensive, up-to-date description of the wide array of second language programs currently available to undergraduate students in the United States and abroad. It brings together, for the first time, detailed descriptions of programs in foreign language, English as a second language (ESL), dual language (bilingual), American Sign Language, Native American, and heritage languages. Addressing both theory and practice, the volume presents the historical development, current practices, and future directions of each type of program, along with detailed case studies. For second language teachers, academic administrators, and teacher educators, this Handbook provides information that will be useful in making instructional and programmatic planning decisions.
Table of Contents
Contents: Preface: One Language Is Not Enough. Part I: Second Language Learners and Learning. J.M. Ignash, Linguistic Diversity, Immigration, and Today's Undergraduates: Demographics. S. Gass, Fundamentals of Second Language Acquisition. Part II: Major Models: Past, Present, and Future. C.A. Klee, Foreign Language Instruction. J.M. Reppy, J. Adames, English as a Second Language. J.W. Rosenthal, Bilingual (Dual Language) Programs. P.P. Wilcox, S. Wilcox, American Sign Language. Part III: Language Revival. J. Reyhner, L. Lockard, J.W. Rosenthal, Native-American Languages. R.N. Campbell, J.W. Rosenthal, Heritage Languages. Part IV: International Perspectives. M.B. Wesche, A Canadian Perspective: Second Language Teaching and Learning in the University. B. Hufeisen, A European Perspective: Tertiary Languages With a Focus on German as L3. R.B. Baldauf, Jr., P.G. Djité, An Australian Perspective: Second Language Teaching and Learning in the University. T. Reagan, A South African Perspective: Second Language Teaching and Learning in the University. Part V: Preparing Teachers for a Multilingual Society. J. Crandall, The Role of the University in Preparing Teachers for a Linguistically Diverse Society. Part VI: Resources. M. Warschauer, C. Meskill, Technology and Second Language Teaching. T. Smoke, J.W. Rosenthal, An Annotated Information Source for University-Level Second Language Educators. Part VII: Conclusions. J.W. Rosenthal, Shared Concerns and New Directions.
"The essays provide a good overview of second language learning in the US and present examples of what more can be done, or is currently being done, in other countries....Recommended for academic libraries supporting graduate programs in teaching English as a second language or foreign language education."
"The book has two important messages. First, despite positive developments in recent years, foreign language learning is not a high priority among American college students yet. Rosenthals' book seeks ways to change this....Second, all language educators need to try to break down existing boundaries between academic disciplines that have a shared common ground but are considered to be independent fields, such as second language acquisition, bilingualism, ESL, and foreign language learning. This volume makes a serious attempt in this direction."
—American Journal of Psychology
"One of the book's most valuable features is the number and range of case studies. Each one provides just enough information so that the reader can get a clear picture of the context without being drowned in details."
"Sets the stage for a conversation that is long overdue....The case studies show that, in fact, dual language instruction at the university level is a 'well-kept secret,' not simply a hope or a fiction....The models presented might inspire conversation and action at my own university."
San Jos‚ State University
"Given the continuing growth in non-native speaking populations, this comprehensive examination of bilingualism is timely and relevant....An excellent comprehensive resource for language educators and college and university administrators."
Kingsborough Community College, City University of New York
"Presents some very unique and under-publicized programs. This book could make an important impact on how languages are taught and maintained in post-secondary schools....and influence significantly how languages are viewed in the academy in the next millennium."
—Kay M. Losey
State University of New York at Stony Brook