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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.
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.
In this volume, scholars, researchers, and teacher educators from
across the United States present their latest findings regarding
teacher education to develop meaningful learning experiences and
meet the sociocultural, linguistic, and academic needs of Latino
ELLs. The book documents how teacher education programs guide
teachers to engage in culturally and linguistically diverse
academic contexts and sheds light on the variety of research-based
theoretical frameworks that inform teaching practices. A unique
contribution to the field, Learning from Emergent Bilingual Latinx
Learners in K-12 provides innovative approaches for linking Latino
school communities with teachers at a time when demographic shifts
are considerably altering population trends in the K-12 educational
system.
In this volume, scholars, researchers, and teacher educators from
across the United States present their latest findings regarding
teacher education to develop meaningful learning experiences and
meet the sociocultural, linguistic, and academic needs of Latino
ELLs. The book documents how teacher education programs guide
teachers to engage in culturally and linguistically diverse
academic contexts and sheds light on the variety of research-based
theoretical frameworks that inform teaching practices. A unique
contribution to the field, Learning from Emergent Bilingual Latinx
Learners in K-12 provides innovative approaches for linking Latino
school communities with teachers at a time when demographic shifts
are considerably altering population trends in the K-12 educational
system.
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