Key Developments in Bilingual Education and Bilingualism

Kendall A. King is Professor of Multilingual Education and Associate Dean for Graduate Education and Faculty Development at the University of Minnesota, USA. She received the AAAL Distinguished Scholarship and Service Award for her work, which focuses on the educational and familial practices impacting language use, language learning and equity.

• Series Editors' PrefaceNancy H. Hornberger and Wayne E. WrightPart 1: Bilingual Children and their Families Part 1 IntroductionKendall A. KingChapter 1: Bilingual Children and their Assessment through Mother Tongue (Jean Mills) from Verma et al (1995) Working with Bilingual Children Chapter 2: Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households (Aurolyn Luykx)from Bayley & Schecter (2003) Language Socialization in Bilingual and Multilingual Societies Chapter 3: Lessons Learned, Broader Implications and Guidelines for Parents (Stephen J. Caldas) from Caldas (2006) Raising Bilingual-Biliterate Children in Monolingual Cultures Chapter 4: Broken Promise: The Security of Bilingualism for the Future and the Ambiguity of Bilingualism in the Present (María Cioè-Peña) from Cioè-Peña (2021) (M)othering Labeled ChildrenPart 2: Multilingualism in Schools Part 2 IntroductionKendall A. KingChapter 5: An Inclusive Classroom Community (Elizabeth Coelho)from Coelho (1998) Teaching and Learning in Multicultural SchoolsChapter 6: Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners (Kate Menken)from Menken (2008) English Learners Left Behind Chapter 7: From Diglossia to Transglossia: Bilingual and Multilingual Classrooms in the 21st Century (Ofelia García)from Abello-Contesse et al (2013) Bilingual and Multilingual Education in the 21st Century Chapter 8: Pedagogies to Challenge Monolingual Orientations to Bilingual Education in the United States (Susan Hopewell)from Paulsrud et al (2017) New Perspectives on Translanguaging and Education Part 3: Bilingual Immersion Education Part 3 IntroductionKendall A. KingChapter 9: Critical Features of Successful Language Education Programs: Design and Implementation Issues (Kathryn J. Lindholm-Leary) from Lindholm-Leary (2001) Dual Language Education Chapter 10: Conclusions from Language and Identity in a Dual Immersion School (Kim Potowski)from Potowski (2007) Language and Identity in a Dual Immersion School Chapter 11: Struggling Learners and the Language Immersion Classroom (Tara Williams Fortune) from Tedick et al (2011) Immersion Education Chapter 12: Bilingualism for All or Just for the Rich and White? Introducing a Raciolinguistic Perspective to Dual Language Education (Nelson Flores, Amelia Tseng and Nicholas Subtirelu)from Flores et al (2020) Bilingualism for All?  Part 4: Language Policy and Advocacy Part 4 Introduction – Kendall A. KingChapter 13: Linguistic Human Rights and Teachers of English (Tove Skutnabb-Kangas) from Hall & Eggington (2000) The Sociopolitics of English Language Teaching Chapter 14: Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power (Jim Cummins)from Cummins (2000) Language, Power and PedagogyChapter 15: Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach (Nancy H. Hornberger)from Hornberger (2003) Continua of Biliteracy Chapter 16: Indigenous Literacies, Bilingual Education and Community Empowerment: The Case of Navajo (Teresa L. McCarty)from McCarty (2013) Language Planning and Policy in Native AmericaAfterwordJuan FreireAppendix: Bilingual Education and Bilingualism (BEB) Series List

This reader celebrates over 150 titles in the Bilingual Education and Bilingualism series. It reflects the series’ remarkable international coverage, its celebration of those who speak two or more languages, and its influence on maturing and expanding bilingual and multilingual education across the world.