- Entry
- Reader's guide
- Entries A-Z
- Subject index
One Person-One Language (OPOL)
The one person-one language (OPOL) strategy for helping develop bilingualism in families is also known as one parent-one language. It refers to a language strategy in which two parents who speak two different native languages use each of their native languages ...
- Family, Communities, and Society
- Accommodation Theory, Second-Language
- Americanization and its Critics
- Attitudes toward Language Diversity
- Benefits of Bilingualism and Heritage Languages
- Bilingual Education in the Press
- Easy and Difficult Languages
- English in the World
- English-Only Organizations
- Heritage Languages in Families
- Hidden Curriculum
- Hispanic Population Growth
- Home/School Relations
- Immigration and Language Policy
- Language Brokering
- Language Loyalty
- Language Restrictionism
- Nationality-Culture Myth
- One Person-One Language (OPOL)
- Peer Pressure and Language Learning
- Raising Bilingual Children
- Spanish Loan Words in U.S. English
- Spanish, Decline in use
- Spanish, The Second National Language
- Transnational Students
- Views of Language Difference
- History
- Americanization and its Critics
- Boarding Schools and Native Languages
- Defense Language Institute
- Early Bilingual Programs, 1960s
- Early Immigrants and English Language Learning
- Equity Struggles and Educational Reform
- German Language Education
- German Language in U.S. History
- Languages in Colonial Schools, Eastern
- Languages in Colonial Schools, Western
- Latino Civil Rights Movement
- National Education Association Tucson Symposium
- Nationalization of Languages
- Navajo Code Talkers
- President's Commission on Foreign Language and International Studies
- Puerto Rico, School Language Policies
- Southeast Asian Refugees
- St. Lambert Immersion Study
- Vietnamese Immigration
- Instructional Designs
- Additive and Subtractive Programs
- Biculturalism
- Bilingual Charter Schools
- Bilingual Special Education
- Costs of Bilingual Education
- Deaf Bilingual Education
- Designation and Redesignation of English Language Learners
- Dual-Language Programs
- English as a Second Language Approaches
- English Immersion
- English or Content Instruction
- Gifted and Talented Bilinguals
- Heritage Language Education
- Indigenous Language Revitalization
- Indigenous Languages as Second Languages
- Literacy and Biliteracy
- Multicultural Education
- Newcomer Programs
- Oyster Bilingual School
- P.S. 25, New York City's First Bilingual School
- Phonics in Bilingual Education
- Program Goals, Purpose of
- Program Quality Indicators
- Pull-Out ESL Instruction
- Sheltered Instruction Observation Protocol
- Spanish, Proactive Maintenance
- Specially Designed Academic Instruction in English
- Transitional Bilingual Education Programs
- Whole Language
- Languages and Linguistics
- Accents and Their Meaning
- Affective Filter
- Baby Talk
- BICS/CALP Theory
- Bilingualism Stages
- Chinese in the United States
- Chinese Language Study, Prospects
- Code Switching
- Cognates, True and False
- Compound and Coordinate Bilingualism
- Comprehensible Input
- Container Theory of Language
- Continua of Biliteracy
- Critical Languages for the United States
- Critical Period Hypothesis
- Discourse Analysis
- Ebonics
- English, First World Language
- First-Language Acquisition
- Indigenous Languages, Current Status
- Indo-European Languages
- Interlanguage
- Japanese Language in Hawai'i
- Language Acquisition Device
- Language Defined
- Language Dominance
- Language Persistence
- Language Registers
- Language Revival and Renewal
- Language Shift and Language Loss
- Language Socialization
- Language Socialization of Indigenous Children
- Learning a Language, Best Age
- Linguistics, an Overview
- Measuring Language Proficiency
- Metalinguistic Awareness
- Modern Languages in Schools and Colleges
- Monitor Model
- Native English Speakers Redefined
- Phonology, Morphology, and Syntax
- Pragmatics
- Second-Language Acquisition
- Semilingualism
- Skills Transfer Theory
- Social Bilingualism
- Spanglish
- Threshold Hypothesis
- Underlying Linguistic Proficiencies
- World Englishes
- People and Organizations
- Alatis, James E.
- Andersson, Theodore
- Baker, Colin
- Bennett, William J.
- Bernal, Joe J.
- Bourne, Randolph S.
- Cárdenas, José A.
- Castro Feinberg, Rosa
- Center for Applied Linguistics, Initial Focus
- Center for Applied Linguistics, Recent Focus
- Chavez, Linda
- Christian, Donna
- Collier, Virginia P.
- Crawford, James
- Cummins, James
- De Avila, Edward
- Epstein, Noel
- Escamilla, Kathy
- Escobedo, Deborah
- Fernández, Ricardo
- Fishman, Joshua A.
- Gómez, Joel
- Gómez, Severo
- García, Eugene E.
- González, Henry B.
- González, Josué M.
- Guerrero, Adalberto
- Hakuta, Kenji
- Haugen, Einar
- Hayakawa, S. I.
- Hogan, Timothy M.
- Hornberger, Nancy
- Kloss, Heinz
- Krashen, Stephen D.
- LaFontaine, Hernán
- Lyons, James J.
- Moll, Luis
- Multicultural Education, Training, and Advocacy (META)
- National Association for Bilingual Education
- National Clearinghouse for Bilingual Education
- Nieto, Sonia
- Office for Civil Rights, U.S. Department of Education
- Office of Bilingual Education and Minority Languages Affairs
- Ogbu, John
- Oyama, Henry
- Pérez-Hogan, Carmen
- Peña, Álbar Antonio
- Porter, Rosalie Pedalino
- Rodríguez, Armando
- Rodríguez, Richard
- Roos, Peter D.
- Roybal, Edward R.
- Ruiz, Richard
- Saville-Troike, Muriel
- Seidner, María M.
- Simon, Paul M.
- Spolsky, Bernard
- Stanford Working Group
- Tanton, John H.
- TESOL, Inc.
- Troike, Rudolph C, Jr.
- Truán, Carlos
- Trueba, Enrique (Henry)
- Unz, Ron
- Urquides, María
- Valdés, Guadalupe
- Wong Fillmore, Lily
- Yarborough, Ralph
- Zamora, Gloria L.
- Zelasko, Nancy
- Policy Evolution
- Castañeda Three-Part Test
- Flores v. State of Arizona
- Lau v. Nichols, Enforcement Documents
- Lau v. Nichols, San Francisco Unified School District's Response
- Lau v. Nichols, the Ruling
- Méndez v. Westminster
- Affirmative Steps to English
- Amendment 31 (Colorado)
- Aspira Consent Decree
- Bilingual Education as Language Policy
- Canadian and U.S. Language Policies
- Chacón-Moscone Legislation
- Civil Rights Act of 1964
- English for the Children Campaign
- Equal Educational Opportunity Act of 1974
- Exit Criteria for English Language Learner Programs
- Federal Court Decisions and Legislation
- High-Stakes Testing
- Home Language Survey
- Immigration and Language Policy
- Improving America's Schools Act of 1994
- Labeling Bilingual Education Clients: LESA, LEP, and ELL
- Language Education Policy in Global Perspective
- Language Policy and Social Control
- Language Rights in Education
- Maintenance Policy Denied
- National Defense Education Act of 1958
- National Literacy Panel
- Native American Languages, Legal Support for
- No Child Left Behind Act of 2001, Testing Requirements
- No Child Left Behind Act of 2001, Title I
- No Child Left Behind Act of 2001, Title III
- Official English Legislation, Favored
- Official English Legislation, Position of English Teachers on
- Official Language Designation
- Paradox of Bilingualism
- Proposition 203 (Arizona)
- Proposition 203 (Arizona), Impact of
- Proposition 227 (California)
- Proposition 227 (California), Impact of
- Question 2 (Massachusetts)
- Texas Legislation (HB 103 and SB 121)
- Title VII, Elementary and Secondary Education Act, 1967 Senate Hearings
- Title VII, Elementary and Secondary Education Act, Key Historical Marker
- Title VII, Elementary and Secondary Education Act, Subsequent Amendments
- Title VII, Elementary and Secondary Education Act, Text (Appendix B)
- Transitional Bilingual Education Model Questioned
- U.S. Bilingual Education Viewed from Abroad
- U.S. Commission on Civil Rights Report
- Undocumented Students' Rights
- Voter Initiatives in Education
- Related Social Sciences
- Acculturation
- Affective Dimension of Bilingualism
- Assimilation
- Bilingualism in Holistic Perspective
- Brain Research
- Cognitive Benefits of Bilingualism
- Cultural Capital
- Cultural Deficit and Cultural Mismatch Theories
- Culture Shock
- Deficit-Based Education Theory
- Enculturation
- Ethnocentrism
- Home Language and Self-Esteem
- Language and Identity
- Language and Thought
- Languages and Power
- Latino Attitudes toward English
- Melting-Pot Theory
- Program Effectiveness Research
- Social Class and Language Status
- Social Class and School Success
- Status Differences among Languages
- U.S. Census Language Data
- Views of Bilingual Education
- Vygotsky and Language Learning
- Teaching and Learning
- Academic English
- Audio-Lingual Method
- Best English to Learn
- Bilingual Paraprofessionals
- Bilingual Teacher Licensure
- Classroom Discourse
- Communicative Approach
- Communities of Practice
- Concurrent Translation Method
- Contrastive Analysis
- Credentialing Foreign-Trained Teachers
- Critical Literacy
- Culturally Competent Teaching
- English, How Long to Learn
- Error Analysis
- Four-Skills Language Learning Theory
- Grammar-Translation Method
- Language Experience Approach to Reading
- Language Learning in Children and Adults
- Language Study Today
- Literacy Instruction, First and Second Language
- Natural Approach
- Primary-Language Support
- Professional Development
- Proficiency, Fluency, and Mastery
- School Leader's Role
- Situated Learning
- Social Learning
- Spanish-Language Enrollments
- Teacher Certification by States
- Teacher Preparation, Then and Now
- Teacher Qualifications
- Technology in Language Teaching and Learning
- Transformative Teaching Model
174051
- Loading...
