ABSTRACT
This handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sections—theoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparation—the volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.
TABLE OF CONTENTS
chapter |10 pages
Setting the Stage
part Section I|222 pages
Theoretical Foundations and Outcomes
part |60 pages
Theoretical Foundations
chapter 2|18 pages
Theoretical Foundations
chapter 3|21 pages
Establishing a Transformative Foundation for Dual Language Bilingual Education
part |81 pages
History, Programs, and Policy
chapter 7|17 pages
English Learners and Dual Langue Learners in the Early Years
part 153DLBE Outcomes|80 pages
chapter 10|19 pages
Sociocultural Competence in Dual Language Bilingual Education
chapter 11|20 pages
Critical Consciousness in Dual Language Bilingual Education
part Section II|138 pages
Key Issues and Trends
part |44 pages
Social Justice Issues
chapter 12|19 pages
Gentrification of Dual Language Bilingual Education
chapter 13|12 pages
A Literature Review of Raciolinguistics in Dual-Language Bilingual Education
chapter 14|12 pages
Named, Unnamed, and Coded Oppressions
part |69 pages
Programmatic Issues
chapter 15|11 pages
Assessment, Accountability and Culture
part |24 pages
Racial/Ethnic Groups
part Section III|224 pages
School-Based Practices
part |41 pages
Student Relationships
chapter 24|20 pages
Fulfilling Potential and Interrogating Assumptions of Integration
part |81 pages
Pedagogical Issues
chapter 25|30 pages
Translanguaging in Dual Language Bilingual Education in the United States
part |82 pages
Discourses, Power, and School Research
chapter 32|20 pages
What Have We Done?
part |19 pages
Family and Community
chapter 33|18 pages
Families, Communities, and Activism in Dual Language Bilingual Education
part Section IV|73 pages
Teacher and Administrator Preparation
part |42 pages
Teacher Education and Professional Development
chapter 34|14 pages
Dual Language Bilingual Teacher Preparation
chapter 35|13 pages
Reconsidering Language Assets
part |30 pages
Leadership and Partnership