Learning and not Learning English: Latino Students in American Schools

Author:   Guadalupe Valdes ,  James A. Banks
Publisher:   Teachers' College Press
ISBN:  

9780807741054


Pages:   192
Publication Date:   27 April 2001
Recommended Age:   0 years
Format:   Paperback
Availability:   In Print   Availability explained
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Learning and not Learning English: Latino Students in American Schools


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Full Product Details

Author:   Guadalupe Valdes ,  James A. Banks
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.70cm , Height: 1.30cm , Length: 22.70cm
Weight:   0.280kg
ISBN:  

9780807741054


ISBN 10:   0807741051
Pages:   192
Publication Date:   27 April 2001
Recommended Age:   0 years
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

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Reviews

A rich qualitative and compelling case for attending to the complexity and power of acknowledging and being responsive to language learning inside and outside those places we call school. - Eugene E. Garcia, Professor and Dean, University of California, Berkeley Riveting, courageous, and forthright. Dr. Valdes exposes the inequities of the lack of access to knowledge that middle school and high school immigrant students face in the teaching and learning of academic English, and shows us that we need to seriously revamp how we teach English as a second language or we will continue to fail future generations. - Barbara M. Flores, Professor of Education, California State University, San Bernardino Helps the reader see how access to English and to academic knowledge is denied by the same structures and policies that aim to help. In essence, Valdes documents how schools and children collude to not learn, the frustration of children when their motivation structures are shattered, and the structures that become the traps of the system. - Maria E. Torres-Guzman, Program in Bilingual/Bicultural Education, Teachers College, Columbia University


A rich qualitative and compelling case for attending to the complexity and power of acknowledging and being responsive to language learning inside and outside those places we call school. - Eugene E. Garcia, Professor and Dean, University of California, Berkeley """"Riveting, courageous, and forthright. Dr. Valdes exposes the inequities of the lack of access to knowledge that middle school and high school immigrant students face in the teaching and learning of academic English, and shows us that we need to seriously revamp how we teach English as a second language or we will continue to fail future generations."""" - Barbara M. Flores, Professor of Education, California State University, San Bernardino """"Helps the reader see how access to English and to academic knowledge is denied by the same structures and policies that aim to help. In essence, Valdes documents how schools and children collude to not learn, the frustration of children when their motivation structures are shattered, and the structures that become the traps of the system."""" - Maria E. Torres-Guzman, Program in Bilingual/Bicultural Education, Teachers College, Columbia University


A rich qualitative and compelling case for attending to the complexity and power of acknowledging and being responsive to language learning inside and outside those places we call school. - Eugene E. Garcia, Professor and Dean, University of California, Berkeley Riveting, courageous, and forthright. Dr. Valdes exposes the inequities of the lack of access to knowledge that middle school and high school immigrant students face in the teaching and learning of academic English, and shows us that we need to seriously revamp how we teach English as a second language or we will continue to fail future generations. - Barbara M. Flores, Professor of Education, California State University, San Bernardino Helps the reader see how access to English and to academic knowledge is denied by the same structures and policies that aim to help. In essence, Valdes documents how schools and children collude to not learn, the frustration of children when their motivation structures are shattered, and the structures that become the traps of the system. - Maria E. Torres-Guzman, Program in Bilingual/Bicultural Education, Teachers College, Columbia University


“The strengths of this book are not to be missed…the case studies are compelling and revealing and they fill a critical gap in the literature about middle school students.” —Modern Language Journal


Author Information

Guadalupe Valdés is Professor of Education and Professor of Spanish and Portuguese at Stanford University. She received the 2022 LRA Distinguished Scholar Lifetime Achievement Award.

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