Dual Language Bilingual Education

Teacher Cases and Perspectives on Large-Scale Implementation
Erscheinungsjahr 2020
ISBN: 978-1-78892-809-0
Verlag: Multilingual Matters

Buch, Englisch, 139 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 313 g

This 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.

Autoren/Hrsg.

Henderson, Kathryn I.

Palmer, Deborah

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Chapter 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

Über Autor(innen)

Henderson, Kathryn I.
Kathryn I. Henderson is an Associate Professor in the Department of Bicultural-Bilingual Studies, College of Education and Human Development at The University of Texas at San Antonio. She taught elementary school in Guadalajara, Mexico before working in teacher preparation. She is the current Graduate Advisor of Record for the Culture, Literacy, and Language Ph.D. program. Her education interests include language ideologies, language policy and dual language bilingual education. She has presented regularly in local, regional, and international conferences and is published in journals such as the Modern Language Journal, Language Policy, TESOL Quarterly, and Journal of Language, Identity and Education.

Palmer, Deborah
Deborah Palmer, Ph.D,. is Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, and affiliate faculty in the Department of Ethnic Studies and the Culture, Language and Social Practice (CLASP) Program. A former dual language bilingual teacher in California and bilingual teacher educator in Texas, she is a qualitative researcher who conducts critical ethnography and discourse analysis to support equity and justice. Her co-edited book (with the authors of her chapter in this volume) Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice is published by Routledge. She has recent articles in Teaching and Teacher Education, Education Policy Analysis Archives, Language Policy, and Journal of Language, Identity and Education.

Kathryn I. Henderson is an Associate Professor of Bicultural-Bilingual Studies in the School of Education at The University of Texas at San Antonio, USA. Her research interests include language ideologies, language policy and dual language bilingual education programs.

Deborah K. Palmer is a Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, USA. Her research interests include bilingual education policy and politics, critical additive bilingual education, translanguaging, teacher preparation for linguistically/culturally diverse teaching contexts, language, power and identity, and bilingual teacher leadership/agency.