Description
Book SynopsisIn the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.
Trade ReviewUntil now, very little attention has been devoted to the processes within programs that deliver dual language instruction. Aligned with new scientific foundations indicating the positive merits related to dual language learning, this timely volume provides the bridge to the new realities of providing the most positive schooling experience at the most critical time for DLLs/ELLs.
* Eugene Garcia, Arizona State University, USA *
This book is a solid ‘best practice share’ from some of our most committed colleagues in the field. An essential and relevant resource that provides insight into how we can meet the challenges of program implementation and sustainability. Whether launching or strengthening your program, it is a must-read for our dual language community.
* David Rogers, Dual Language Education of New Mexico, USA *
The book contributes to the literature by explaining the emergence, sustainment, and development of DLPs in the U.S.A. It describes the relationships between ideologies, policies, social response, and DLPs in an organized way, that makes understanding the milestones of DLPs easy.
-- Tuba Yilmaz, Necmettin Erbakan University, Turkey * Language Policy (2021) 20 *
Table of ContentsBeatriz Arias: Preface: Profiles of Dual Language Education in the 21st Century
Terrence Wiley: Introduction: The Re-emergence of Bilingual Education as Dual Language Education
Section I: Dual Language Programs
Chapter 1. Beatriz Arias and Amy Markos: 20 Years of DLE: Recent Research on the Three Goals of Dual Language Education
Chapter 2. Igone Arteagoitia: Legacy Programs: Key Elementary, Arlington, Virginia
Chapter 3. Ofelia García, Kate Menken, Patricia Velasco and Sara Vogel: Dual Language Bilingual Education in NYC: A Potential Unfulfilled?
Chapter 4. Wilma Valero & Patricia Makishima: Elgin, Illinois: An Entire District Goes Dual: The Journey of a District Committed to Culturally and Linguistically Responsive Instruction
Section II: Implementing Dual Language: Programmatic Issues
Chapter 5. Kathryn Lindholm-Leary: Implications of Research for Dual Language at the Early Childhood Level
Chapter 6. Carol Bearse, Ester de Jong and Min-Chuan Tsai: Opportunities and Dilemmas for TWI Programs at the Secondary Level
Chapter 7. Barbara Kennedy: Teacher Preparation for Dual Language Classrooms
Chapter 8. Donna Christian: Making Space for Dual Language Education: The Role of Policy
Fred Genesee: Conclusion: Taking Stock: Lessons On Dual Language Education
