Handbook of Dual Language Bilingual Education

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.

• SECTION 1: Theoretical Foundations and Outcomes. Theoretical Foundations. 1. Theoretical Foundations of Dual Language Bilingual Education. 2. Theoretical Foundations: Conceptualizing Sociocultural Competence for Transformation in Dual Language and Bilingual Education (DLBE). 3. Establishing a Transformative Foundation for Dual Language Bilingual Education: Critical Consciousness at the Core. History, Programs, & Policy. 4. The Historical Roots of Activism for Dual Language Bilingual Education. 5. DLBE Program Types for Different Target Populations. 6. A Framework for Success: Dual Language Education Building Blocks. 7. English Learners and Dual Langue Learners in the Early Years: From Science to Policy and Practice. DLBE Outcomes. 8. Recentering Multiple Minoritized Languages in Dual Language Bilingual Education. 9. DLBE Outcomes: Academic and Language Outcomes in Spanish-English Programs. 10. Sociocultural Competence in Dual Language Bilingual Education: A Literature Review of Student Outcomes. 11. Critical Consciousness in Dual Language Bilingual Education: A Literature Review of Students’ Outcomes. SECTION 2: Key Issues and Trends. Social Justice Issues. 12. Gentrification of Dual Language Bilingual Education: Defining Types, Historical Evidence, and Alternatives. 13. A Literature Review of Raciolinguistics in Dual-language Bilingual Education: A Call for Conceptualizing Racialization. 14. Named, Unnamed, and Coded Oppressions: Applying Intersectionality to Dual Language Bilingual Education Programs. Programmatic Issues. 15. Assessment, Accountability and Culture: Key Issues and Trends in Dual Language Bilingual Education. 16. Language Ideology: The Driver of Inclusive Education. 17. Dual Language Deaf Education: Shifting to Multilingual Multimodal Concepts. 18. K-12 school funding, Dual Language/Bilingual Education: An Overview. 19. Increasing Bilingual Teacher Pathways to Address the Surge of Dual Language Bilingual Education Programs. 20. The Seal of Biliteracy and Dual Language Bilingual Education. Racial/Ethnic Groups. 21. Indigenous Revitalization-Immersion Education in Native American Settings. 22. Toward a Critical Multidimensional Pedagogy for Multilingual Black Learners. SECTION 3: School-Based Practices. Student Relationships. 23. Identity Construction and Students in DLBE Classrooms. 24. Fulfilling Potential and Interrogating Assumptions of Integration: Examining Intergroup Relations in Dual Language Bilingual Education. Pedagogical Issues. 25. Translanguaging in Dual Language Bilingual Education in the United States: Framings, Research and Possibilities. 26 On Curriculum and Pedagogy in Dual Language Bilingual Education. 27. Curriculum Issues in DLBE. 28. Towards a Biliterate Pedagogy. Discourses, Power and School Research. 29. The hegemonic power of English (and Spanish of elsewhere) and its impact in dual language education. 30. Discourses in Dual Language Bilingual Education. 31. Research on the Use of Language(s) and Discourses in Dual Language and Multilingual Mathematics and Science Classrooms. 32. What Have We Done? A Brief Synthesis of STEM and Social Studies Research in Dual Language Bilingual Education. Family and Community. 33. Family, Community, and Activism in Dual Language Bilingual Education: Paradigms of Parental Engagement. SECTION 4: Teacher and Administrator Preparation. Teacher Education and Professional Development. 34. Dual Language Bilingual Teacher Preparation: The Braided Relationship of Ideology, Identity, Language and Culture. 35. Reconsidering Language Assets: A Critical and Integrative Examination of Language Proficiency and Biliteracy in Dual Language Teacher Education. 36. Professional Development for In-Service Dual Language Teachers. Leadership and Partnership. 37. Leading Equity Driven Dual Language Bilingual Education. 38. Critical Multilingual Policy Ecology: University-District Partnerships in Dual Language/Bilingual Teacher 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