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| Autore principale: | |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2005
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ682497 |
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| _version_ | 1867181671692894209 |
|---|---|
| author | Hones, Donald F. |
| author_facet | Hones, Donald F. Hones, Donald F. |
| collection | Education Resources Information Center |
| contents | We Are One, We Are Many: Portraits of Australian Bilingual Schools Hones, Donald F. Cultural Pluralism Foreign Countries Immigrants English (Second Language) Bilingual Schools Bilingual Education Programs Elementary Education This article describes a study that addresses the cultural, historical and political contexts of immigrant bilingual education in Australia and particularly, Victoria. Data was collected through participant observation, audiotaped interviews, and library research to build ethnographic portraits of three schools containing four bilingual programs, with target languages of Chinese, Greek, Macedonian and Indonesian. Through a process of interpretive interactionism (Denzin, 1994), these portraits are examined, and include comparisons and contrasts to bilingual education programs in the United States. Finally, implications for educators, policymakers and others are suggested, including ways that supporters of bilingual education in other nations can learn from these portraits of three school programs. |
| format | Recurso educativo Open Access |
| id | eric_EJ682497 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2005 |
| record_format | eric |
| spellingShingle | We Are One, We Are Many: Portraits of Australian Bilingual Schools Hones, Donald F. Cultural Pluralism Foreign Countries Immigrants English (Second Language) Bilingual Schools Bilingual Education Programs Elementary Education We Are One, We Are Many: Portraits of Australian Bilingual Schools Hones, Donald F. Cultural Pluralism Foreign Countries Immigrants English (Second Language) Bilingual Schools Bilingual Education Programs Elementary Education This article describes a study that addresses the cultural, historical and political contexts of immigrant bilingual education in Australia and particularly, Victoria. Data was collected through participant observation, audiotaped interviews, and library research to build ethnographic portraits of three schools containing four bilingual programs, with target languages of Chinese, Greek, Macedonian and Indonesian. Through a process of interpretive interactionism (Denzin, 1994), these portraits are examined, and include comparisons and contrasts to bilingual education programs in the United States. Finally, implications for educators, policymakers and others are suggested, including ways that supporters of bilingual education in other nations can learn from these portraits of three school programs. |
| title | We Are One, We Are Many: Portraits of Australian Bilingual Schools |
| topic | Cultural Pluralism Foreign Countries Immigrants English (Second Language) Bilingual Schools Bilingual Education Programs Elementary Education |
| url | https://eric.ed.gov/?id=EJ682497 |