Bilingualism in the USA -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- List of figures -- List of tables -- Preface -- 1. Introduction: Bilingualism as a worldwide phenomenon -- 1. The roots of multilingualism -- 2. Language contact -- 3. Bilingualism in the U.S.: A first look -- 4. Languages of the U.S. -- 5. The term Hispanic -- 6. The order of this book -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 2. Bilingual acquisition and the bilingual individual -- 1. Language development -- 1.1 Native language acquisition -- 1.2 Age and bilingual language acquisition -- 1.3 NLA versus SLA -- 2. Types of bilingualism -- 2.1 Sequential and simultaneous bilingual acquisition -- 2.2 Additive versus subtractive bilingualism -- 2.3 Individual bilingualism - two languages, one speaker -- 2.4 One system or two -- 3. Types of bilingual individuals -- 4. Difficulties in measuring proficiency -- 4.1 The nature of language -- 4.2 Language testing in childhood -- 4.3 Testing and placement -- 5. Types of bilingual families -- 5.1 Types 1 and 2 -- 5.2 Types 3 and 4 -- 5.3 Type 5: Nonnative parents -- 5.4 Type 6: Mixed languages -- 5.5 Type 7: Post-shift with rememberers -- 6. Motivation and the three generation rule -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 3. Bilingual phenomena in the U.S. -- 1. Language variation: Dialects and registers -- 1.1 Factors that determine speech -- 1.2 Registers of speech -- 2. Bilingual language contact: Social and linguistic change -- 3. Maintenance, shift, diglossia, and convergence -- 4. Linguistic borrowing -- 4.1 Direction of borrowing -- 4.2 Social processes -- 5. Code-switching -- 5.1 Types of CS -- 5.2 Social motivations for CS -- 5.3 Theoretical models for CS.

5.4 Borrowing and CS compared -- 6. Language modes -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 4. Chicano English (ChE) -- 1. Sharing features: Vernaculars, social dialects and standards -- 1.1 Social dialects - the story of Black English -- 1.2 From BE to ChE -- 2. Likely origins of ChE -- 2.1 The influence of Spanish on ChE -- 2.2 Substrate and adstrate -- 2.3 Contact with AAVE -- 3. Description of ChE: Vocabulary and pronunciation -- 3.1 The lexicon -- 3.2 Pronunciation -- 4. Description of ChE: Word formation and word order -- 4.1 Word formation - inflectional morphology -- 4.2 Word order - syntax -- 5. Standard Chicano English -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 5. American attitudes to bilingualism -- 1. Ambivalent attitudes towards bilingualism -- 1.1 Early fears of certain "brands" of bilingualism -- 1.2 Historical links to nationality and race -- 2. Three factors that have shaped attitudes -- 3. From the founders to the present: Stages in the development of American attitudes -- 3.1 Colonial days into the 1800s -- 3.2 The end of the 19th Century and beginning of the 20th -- 3.3 The first half of the 20th Century: The Great Wars -- 3.4 From the second half of the 20th into the 21st Century -- 4. Reactions to the use of Spanish in the American Southwest -- 4.1 A revolving door: Immigration, repatriation, illegal aliens, and braceros -- 4.2 Schools and segregation -- 4.3 The suppression of Spanish -- 6. Bilingualism and education -- 1. The second half of the 20th Century: Waves of legislation -- 1.1 The Civil Rights Movement and the Immigration and Nationality Act of 1965 -- 1.2 The Eighties and beyond -- 2. What's in a name? -- 3. Poor academic performance: The achievement gap -- 3.1 Fixing the blame.

3.2 Strong versus weak bilingual programs -- 4. Different types of bilingual programs -- 4.1 English-only programs -- 4.2 Weak forms of bilingual education -- 4.3 Strong forms of bilingual education -- 4.4 A special case: Coral Way -- 5. Some preliminary conclusions -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 7. Literacy, biliteracy, and the cognitive effects of schooling -- 1. Literacy: Facts and myths -- 1.1 Literacy counts, but only in English -- 1.2 Standardization -- 2. Definitions of literacy -- 3. Biliteracy -- 4. The impact of pre-literacy training -- 5. Different kinds of language (codes) -- 5.1 Thresholds Theory -- 5.2 BICS and CALP -- 5.3 Language skills: Passive versus active knowledge -- 6. Contrastive rhetoric: Developments and criticisms -- 6.1 Linguistic relativity and the Sapir-Whorf hypothesis -- 6.2 Contrasting the rhetorical patterns of Spanish and English -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- 8. The current state of the Chicano-Latino community -- 1. Student demographics: Language issues -- 1.1 Numbers in terms of English proficiency -- 1.2 Numbers based on ethnicity -- 1.3 Age and grade levels with respect to language proficiency -- 2. The California High School Exit Exam (CAHSEE) -- 2.1 Testing results for NNSs -- 2.2 Discussion of CAHSEE results -- 3. The double whammy -- 3.1 The effects of Spanish on the Chicano-Latino writer -- 3.2 The power of pop culture -- 4. School reform: Reinvent the wheel? -- 5. Conclusions -- 6. Final comments -- Key terms -- Summary -- Activities - topics for discussion -- Practice essay questions -- References -- Index.