This handbook offers the most comprehensive, up-to-date description of the wide array of second language programmes currently available to undergraduate students in the United States and abroad. It brings together, for the first time, detailed descriptions of programmes 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 historic development, current practices and future directions of each type of programme, along with detailed case studies. Although the focus is on the United States, chapters are included on undergraduate second language education in other parts of the world - Canada, Australia, South Africa and Germany. These chapters provide insights into how other nations are coping with shifting linguistic demands and a more diverse undergraduate population, in a context where - unlike the United States -speaking more than one language is much more common than in the United States, and, often, official language planning policies influence second-language programmes that are offered. For second language teachers, academic administrators and teacher educators, this handbook provides information that should be useful in making instructional and programmatic planning decisions. It is especially timely since the study of a second language has become increasingly important to many undergraduates who - regardless of their academic majors - recognize the personal, academic and professional benefits of bilingualism.
Edited by:
Judith W. Rosenthal
Imprint: Routledge
Country of Publication: United States
Dimensions:
Height: 254mm,
Width: 178mm,
Spine: 230mm
Weight: 900g
ISBN: 9780805830224
ISBN 10: 0805830227
Pages: 402
Publication Date: 01 April 2000
Audience:
Professional and scholarly
,
Undergraduate
Format: Hardback
Publisher's Status: Active
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.
Reviews for Handbook of Undergraduate Second Language Education
"""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."" —CHOICE ""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."" —SSLA ""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."" —Judith Lessow-Hurley 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."" —Loretta Kasper 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"
