ABSTRACT
Dual language bilingual education (DLBE) is a broad label for a wide variety of program models and configurations that may target different student populations separately or in combination. This chapter will first provide a comprehensive overview of the different types of DLBE program models, variations, and their targeted populations in the United States. This includes (a) one-way models targeting English language learners who are speakers of the target language, heritage speakers of the target language, or monolingual English speakers; (b) two-way models targeting dominant speakers of English and the target language; (c) trilingual programs that include instruction in a third language; (d) variations in grade levels from programs limited to the elementary school grades to those that extend through secondary schools; (e) variations in language allocations by time or subject insisting on strict separation of languages vs. embracing translanguaging; and (f) structures that have one bilingual teacher in one classroom and those with two teachers in two separate classrooms. Next, the chapter will cover key issues in the provision of DLBE for different student populations, including the inclusion of speakers of non-standard varieties of English and/or the target language and the inclusion of students who speak home or heritage languages other than the target languages. Finally, the chapter concludes with a discussion of implications and future directions for DLBE programs and research.
