The International Society for Language Studies (ISLS) introduces its second volume in the series Readings in Language Studies with Language and Power, a text that represents international perspectives on power and bilingualism, identity in professions, media, the learner, and pedagogy. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies.

The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies. "There is no question that this volume is a valuable and timely addition to the literature on this very important topic, and one for which scholars concerned with issues of language, language education, and language and social justice should be grateful." Timothy Reagan Professor of Education Central Connecticut State University "This volume marks a valuable contribution and step forward in linguistic studies that purposefully embrace critical perspectives through theory, methodology, and findings." Lisa Patel Stevens President, International Society for Language Studies Assistant Professor of Education Boston College "The International Society for Language Studies is increasingly recognized at the forefront of encouraging research on language and power. This book is an exciting step forward in that mission, with selections that reflect the wide range of important issues needing attention from scholars. The contributions are impressive, merging scholarly rigor with a concern for social justice." Terry A. Osborn Professor and Chair of Curriculum and Teaching Fordham University Graduate School of Education

In Beyond Alternative Teacher Education, John Watzke and his fellow contributors present a bold vision for teacher education that moves the dialogue into new realms of inquiry. Pairing teacher reflective narratives with scholarly chapters, the volume presents the case for programs of teacher formation based in the communal, social and spiritual dimensions of teaching and educational leadership. Beginning with historical tradition and program design, the book also speaks to the importance of the work of program graduates, their professional preparedness, and leadership development. Beyond Alternative Teacher Education will challenge readers to reexamine their notions of what it means to be prepared for work in education and to serve society through education. "Beyond Alternative Teacher Education presents the case for ACE as the continuing of a tradition of 'service and justice' as carried out by the educational ministry of religious orders. The three 'pillars' of ACE, i.e., professional development, community and spirituality, show that ACE is more than simply an alternative teacher preparation program, it is a model of faith in action and a model of teacher formation." Thomas C. Hunt Professor of Education, University of Dayton Co-editor, Catholic Education: A Journal of Inquiry & Practice "Community, spirituality and leadership-these are not themes sounded frequently in discussions of teacher education. Beyond Alternative Teacher Education, however, puts them at the center, thereby creating a collection that offers new perspectives on what 'alternative' teacher education might mean. This is a book for all teacher educators." Anne Ruggles Gere Professor of English and Professor ofEducation, University of Michigan Past President, National Council of Teachers of English "Beyond Alternative Teacher Education makes an important and unique contribution to the field of teacher education. It moves this dialogue past the short-sighted political fray and into enduring, real and compelling issues of teacher formation. The volume's chapters effectively pair scholarship and practical experience. The ACE programmatic model, one that merges professional, communal, and spiritual traditions in Catholic education, has grown nationally as a movement in programs of teacher and leadership education. This work represents a foundational and significant contribution to the field of Catholic education and the study of teacher formation." Terry A. Osborn Professor and Chair, Division of Curriculum and Teaching, Fordham University

"Lasting Change in Foreign Language Education" presents a historical account of foreign language in general education. The author examines the struggle of this subject discipline to align with the changing mission of secondary education as it emerged as the predominant institution enrolling students in the study of second languages. This 100-year history suggests trends persistent across major periods of reform to explain current problems in the expansion of learning opportunities in foreign language. Included is a complete database of education statistics on foreign language education and national and state education law from 1899 to the present. Analysis of this data is presented in multiple formats to describe the historical capacity of the education system to achieve reform. A review of contemporary standards-based education initiatives in states and school districts similarly serves to reflect how historical trends continue to restrict change. Concise policy implications are suggested as a means to address historical precedence and the greater mission of general education in the development of education policy and its transformation into practice.

Policy development must include a greater understanding of the historical development of foreign language in general education. This vital link has been lacking in the past century as foreign language has struggled to realign itself with the changing mission of general education. For example, there are distinct curricular differences between a general education for all students and one for leadership and higher education. Only the latter makes room for solid foreign language education. In addition, the study of foreign language has remained primarily a beginning-level endeavor for the majority of students over the past century. This trend results in significant pressure on the beginning level curriculum, particularly during periods of reform, to provide multiple academic outcomes in education.

The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies. "There is no question that this volume is a valuable and timely addition to the literature on this very important topic, and one for which scholars concerned with issues of language, language education, and language and social justice should be grateful." Timothy Reagan Professor of Education Central Connecticut State University "This volume marks a valuable contribution and step forward in linguistic studies that purposefully embrace critical perspectives through theory, methodology, and findings." Lisa Patel Stevens President, International Society for Language Studies Assistant Professor of Education Boston College "The International Society for Language Studies is increasingly recognized at the forefront of encouraging research on language and power. This book is an exciting step forward in that mission, with selections that reflect the wide range of important issues needing attention from scholars. The contributions are impressive, merging scholarly rigor with a concern for social justice." Terry A. Osborn Professor and Chair of Curriculum and Teaching Fordham University Graduate School of Education

In Beyond Alternative Teacher Education, John Watzke and his fellow contributors present a bold vision for teacher education that moves the dialogue into new realms of inquiry. Pairing teacher reflective narratives with scholarly chapters, the volume presents the case for programs of teacher formation based in the communal, social and spiritual dimensions of teaching and educational leadership. Beginning with historical tradition and program design, the book also speaks to the importance of the work of program graduates, their professional preparedness, and leadership development. Beyond Alternative Teacher Education will challenge readers to reexamine their notions of what it means to be prepared for work in education and to serve society through education. "Beyond Alternative Teacher Education presents the case for ACE as the continuing of a tradition of 'service and justice' as carried out by the educational ministry of religious orders. The three 'pillars' of ACE, i.e., professional development, community and spirituality, show that ACE is more than simply an alternative teacher preparation program, it is a model of faith in action and a model of teacher formation." Thomas C. Hunt Professor of Education, University of Dayton Co-editor, Catholic Education: A Journal of Inquiry & Practice "Community, spirituality and leadership-these are not themes sounded frequently in discussions of teacher education. Beyond Alternative Teacher Education, however, puts them at the center, thereby creating a collection that offers new perspectives on what 'alternative' teacher education might mean. This is a book for all teacher educators." Anne Ruggles Gere Professor of English and Professor ofEducation, University of Michigan Past President, National Council of Teachers of English "Beyond Alternative Teacher Education makes an important and unique contribution to the field of teacher education. It moves this dialogue past the short-sighted political fray and into enduring, real and compelling issues of teacher formation. The volume's chapters effectively pair scholarship and practical experience. The ACE programmatic model, one that merges professional, communal, and spiritual traditions in Catholic education, has grown nationally as a movement in programs of teacher and leadership education. This work represents a foundational and significant contribution to the field of Catholic education and the study of teacher formation." Terry A. Osborn Professor and Chair, Division of Curriculum and Teaching, Fordham University