"Why don't they learn English?" : separating fact from fallacy in the U.S. language debate /
Tse, Lucy.
"Why don't they learn English?" : separating fact from fallacy in the U.S. language debate / Lucy Tse. - New York : Teachers College Press, c2001. - ix, 109 p. ; 23 cm. - Language and literacy series . - Language and literacy series (New York, N.Y.) .
Includes bibliographical references (p. 93-103) and index.
Publisher 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.
0807740977 (acidfree paper) 0807740969 (pbk. : acid-free paper)
2001027750
Language policy--United States.
English language--Study and teaching--Foreign speakers.
English language--Study and teaching--United States.
Immigrants--Language.--United States
Bilingualism--United States.
P119.32.U6 / T78 2001
306.44/973
"Why don't they learn English?" : separating fact from fallacy in the U.S. language debate / Lucy Tse. - New York : Teachers College Press, c2001. - ix, 109 p. ; 23 cm. - Language and literacy series . - Language and literacy series (New York, N.Y.) .
Includes bibliographical references (p. 93-103) and index.
Publisher 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.
0807740977 (acidfree paper) 0807740969 (pbk. : acid-free paper)
2001027750
Language policy--United States.
English language--Study and teaching--Foreign speakers.
English language--Study and teaching--United States.
Immigrants--Language.--United States
Bilingualism--United States.
P119.32.U6 / T78 2001
306.44/973