TY - JOUR
AU1 - Chaparro, Sofia
AB -  Additive Schooling in Subtractive Times by Lesley Bartlett and Ofelia García tells the story of a unique bilingual high school in New York City that contests existing notions of what effective bilingual education looks like and evades categorization into any of the traditional models of bilingual education. Bartlett and García challenge readers to consider this alternative that has been successful in the education of Dominican immigrant youth—a population that has not traditionally experienced high achievement in the United States—and to consider how greater social and economic forces limit the opportunities of immigrant students beyond high school. Additive Schooling is the product of a four‐year ethnography that draws on research from various fields, including bilingualism, sociolinguistics, and the anthropology of education. In the first of nine chapters, the authors argue that the success at Gregorio Luperón High School is due to its distinctive approach to language development, an approach they describe as dynamic bilingual macroacquisition . The term dynamic bilingualism is one García has proposed in earlier work that emphasizes the heteroglossic nature of bilingualism, while macroacquisition is used to describe the community approach that the faculty of Luperón adopts toward language acquisition, where the student body as a 
TI - Additive Schooling in Subtractive Times: Bilingual Education and Dominican Immigrant Youth in the Heights by Lesley Bartlett and Ofelia García . Nashville, TN : Vanderbilt University Press , 2011 . 304 pp.
JF - Anthropology & Education Quarterly
DO - 10.1111/j.1548-1492.2012.01184.x
DA - 2012-09-01
UR - https://www.deepdyve.com/lp/wiley/additive-schooling-in-subtractive-times-bilingual-education-and-61K0fI8sap
SP - 328
EP - 329
VL - 43
IS - 3
DP - DeepDyve
ER -