Description
Book SynopsisThis book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.
Trade ReviewAs dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States.
* Laura A. Valdiviezo, University of Massachusetts-Amherst, USA *
This book gives educational leaders (beginning with our teachers) important ‘food for thought’, encouraging reflection upon what our individual and collective contribution needs to be if we are to be successful in delivering the promise of K-12 Dual Language Bilingual Education for ALL families who choose to participate.
* David Rogers, Dual Language Education of New Mexico, USA *
This excellent book provides a fascinating example of dual language bilingual education today. Rich in ethnographic detail and insightful analysis, Henderson and Palmer carefully document how teachers navigate what proves to be extremely challenging policy terrain. While the case is unique, the findings and recommendations offer crucial implications for language education policies and bilingual programs everywhere.
* Kate Menken, City University of New York, USA *
This is a timely contribution given the increasing interest in these [dual language bilingual education] programs; the benefits of bilingualism, biculturalism, and biliteracy; and the need for a resource describing teachers’ roles in implementing a top-down DLBE model.
-- D. L. Norland, Luther College, USA * CHOICE, October 2021 Vol. 59 No. 2 *
After reading this book, educators will be able to better identify, understand and negotiate their personal language ideologies with the needs of the student population that they are serving. This knowledge will contribute to the effectiveness of the dual language bilingual education program that they are implementing.
-- Héctor R. Castrillón-Costa, The University of Texas at San Antonio, USA * Bilingual Research Journal, 2021 *
Henderson and Palmer have created a fascinating book, which is well worth the read for those educators recently involved in dual language education, educators just beginning in dual language education, and students interested in the field of dual language education. Those looking to implement a DLBE program should also have the administrators read this book as it truly gives an idea of what a program would look like and the issues that may arise.
-- Noah Verboon, University of Florida USA * LINGUIST List 32.1826 *
While this body of work contributes to the existing knowledge suggesting the inefficacy of top-down policymaking, the damaging role of standardized testing, and the omnipresence and complex network of competing language ideologies, perhaps its most valuable contribution is how it informs practice across similar bilingual educational contexts.
-- Jesse Rubio, University of Massachusetts Boston, USA * Language Policy, 2021 *
The findings and recommendations the authors make should be considered carefully by district leaders, principals, teachers, both preservice and in-service, and scholars. It calls for attention to ideological clarity regarding how they value Spanish (or whatever the partner home language) to understand what language is, what it represents, its challenges, and its power, and most importantly its impact on our leadership, and leadership comes through many venues.
-- Elena Izquierdo, University of Texas at El Paso, USA * International Journal of Bilingual Education and Bilingualism, 2021 *
Table of ContentsChapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in History
Chapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation
Chapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview
Chapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual Context
Chapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates
Chapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE
Chapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals
