Why Don't They Learn English?
Separating Fact from Fallacy in the U.S.Language Debate
Will be published approx. on 21. September 2001
Book
Paperback/Softback
120 pages
978-0-8077-4096-5 (ISBN)
Description
This compelling book examines the often cited but poorly supported claims that immigrants fail to learn English, and the mistaken belief that immigrant communities cling to their heritage languages. The author reveals that, on the contrary, English is being learned at a rapid pace while heritage languages are disappearing quickly from family use. She shows us how current assumptions have a pervasive influence on language policy in the United States. Ultimately, the author argues for an educational approach that effectively embraces immigrant communities as they tackle the obstacles to language learning in the United States. This unique volume offers a short, readable introduction to these issues suitable for nonspecialists as well as educators, researchers, and other professionals.
Reviews / Votes
In clear and elegant prose, Lucy Tse debunks prevalent myths about English-language learning among immigrant children. - Jim Cummins, University of Toronto; ""Lucy Tse is among the few to explain the causes and consequences of language loss in human terms. Her perceptive, readable, and thoroughly documented study should be on the bookshelf of every educator of immigrant students."" - James Crawford, author of At War with Diversity: U.S. Language Policy in an Age of AnxietyMore details
Series
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Illustrations
illustrations
Dimensions
Height: 231 mm
Width: 160 mm
Thickness: 9 mm
Weight
168 gr
ISBN-13
978-0-8077-4096-5 (9780807740965)
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Schweitzer Classification
Person
Lucy Tse is an associate professor of education at California State University, Los Angeles. She is co-editor of the book Heritage Language Development and has published widely in the areas of second language acquisition, heritage language learning, and bilingualism and biliteracy.