Profiles of Dual Language Education in the 21st Century

Erscheinungsjahr 2018
ISBN: 978-1-78892-165-7
Verlag: Multilingual Matters

Buch, Englisch, 165 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 295 g

In 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.

Autoren/Hrsg.

Arias, M. Beatriz

Fee, Molly

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Beatriz 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

Über Autor(innen)

Fee, Molly
Molly Fee is a PhD student in the Department of Sociology at UCLA. Her research interests focus on refugee resettlement, international migration, political sociology, and language policy.

Arias, M. Beatriz
Beatriz Arias is Professor Emerita at Arizona State University. During her tenure at ASU, she directed the Center for Bilingual Education and Research, served as the principal investigator for several US Department of Education grants, mentored doctoral students, directed teacher preparation programs, and worked extensively with teachers and administrators. Dr. Arias is a recognized expert in school desegregation cases with Latino plaintiffs. She served as a Court Appointed Monitor in Vasquez v. San Jose Unified, a court appointed expert in Crawford v LAUSD, Keyes v. Denver #1 and in Fischer/Mendoza v. Tucson. Dr. Arias’ upcoming book Speak English! Arizona’s Restrictive Language Policy from Statehood to the Present is forthcoming from Springer.

M. Beatriz Arias is a Senior Research Scientist at the Center for Applied Linguistics, Washington, DC. Her scholarly interests center on educational language policy and programs for emergent bilinguals/English language learners.

Molly Fee is a PhD student in the Department of Sociology at UCLA. Her research interests focus on refugee resettlement, international migration, political sociology, and language policy.