The Handbook of Dual Language Bilingual Education
The Handbook of Dual Language Bilingual Education
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Description
The handbook presents a state-of-the-art overview of Dual Language Bilingual Education (DLBE) research, programs, pedagogy, and practice. Synthesizing major issues, discussing central themes and advancing policy and practice, this is an essential volume and reference text in Bilingual/Second Language Education.
“This handbook (covering history, theoretical foundations, pedagogy, practices, and outcomes informed by a social justice framework) is exactly what we needed. It should be required reading for everyone concerned about the education of multilingual children.”
Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Emerita. Stanford University
“This comprehensive handbook reviews the latest research about dual language bilingual education (DLBE), at a time when the number of DLBE programs has grown exponentially in U.S. schools. Experts from diverse contexts provide essential theoretical and practical information in this excellent volume to ensure that DLBE programs are able to meet their full potential in serving bilingual communities.”
Kate Menken, Queens College of the City University of New York
“This is the book that the field of dual language bilingual education has been waiting for. Once a hotly debated instructional approach, parents have discovered the advantages of a bilingual education and now these programs cannot meet the increasing demand. This volume includes up-to-the-minute research and program and policy options, written by the most distinguished researchers in the field. It belongs on the desk of every dual language educator!”
Patricia Gándara, UCLA Civil Rights Project
“This comprehensive handbook is a must have! It addresses understanding multilinguaiism with attention to school settings that can be responsive to ways of knowing and becoming through “languaging”—using the full expressive power of interacting embodied language systems to serve as cultural and social tools for action expressing meaning and attainment of sociocultural well-being of diverse communities.”
Richard Durán, Distinguished Professor, Gevirtz School of Education, University of California, Santa Barbara
Juan A. Freire is Associate Professor in the Department of Teacher Education at Brigham Young University, USA.
Cristina Alfaro is the Associate Vice-President of International and Transborder Affairs and Professor of Multilingual and Global Education at San Diego State University, USA.
Ester J. de Jong is Professor and program leader in the Culturally and Linguistically Diverse Education program at the University of Colorado Denver, USA.