ABSTRACT
Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US.
Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs.
This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy.
TABLE OF CONTENTS
part I|50 pages
Dual Language Teacher Preparation and Pedagogy
chapter 1|7 pages
Dual Language Education in the US
chapter 2|12 pages
Preparing Critically Conscious Dual Language Teachers
chapter 3|12 pages
The Development of Culturally Proficient Global Dual Language Teachers and Teacher Education Programs
chapter 4|17 pages
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
part II|46 pages
Dual Language Education and Critical Consciousness
part III|50 pages
The Intersection of Dual Language Education and Social Justice