Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/ multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors.

Featuring contributions from scholars from across the globe, Routledge Handbook of Public Criminologies is a comprehensive resource that addresses the challenges related to public conversations around crime and policy. In an era of fake news, misguided rhetoric about immigrants and refugees, and efforts to toughen criminal laws, criminologists seeking to engage publicly around crime and policy arguably face an uphill battle. This handbook outlines the foundations of and developments in public criminology, underscoring the need to not only understand earlier ideas and debates, but also how scholars pursue public-facing work through various approaches. The first of its kind, this collection captures diverse and critical perspectives on the practices and challenges of actually doing public criminology. The book presents real-world examples that help readers better understand the nature of public criminological work, as well as the structural and institutional barriers and enablers of engaging wider audiences. Contributors address policies around crime and crime control, media landscapes, and changing political dynamics. In examining attempts to bridge the gaps between scholarship, activism, and outreach, the essays featured here capture important tensions related to inequality and social difference, including the ways in which criminology can be complicit in perpetuating inequitable practices and structures, and how public criminology aims-but sometimes fails-to address them. The depth and breadth of material in the book will appeal to a wide range of academics, students, and practitioners. It is an important resource for early career researchers, more established scholars, and professionals, with accessible content that can also be used in upper-level undergraduate classes.

Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/ multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors.

Featuring contributions from scholars from across the globe, Routledge Handbook of Public Criminologies is a comprehensive resource that addresses the challenges related to public conversations around crime and policy. In an era of fake news, misguided rhetoric about immigrants and refugees, and efforts to toughen criminal laws, criminologists seeking to engage publicly around crime and policy arguably face an uphill battle. This handbook outlines the foundations of and developments in public criminology, underscoring the need to not only understand earlier ideas and debates, but also how scholars pursue public-facing work through various approaches. The first of its kind, this collection captures diverse and critical perspectives on the practices and challenges of actually doing public criminology. The book presents real-world examples that help readers better understand the nature of public criminological work, as well as the structural and institutional barriers and enablers of engaging wider audiences. Contributors address policies around crime and crime control, media landscapes, and changing political dynamics. In examining attempts to bridge the gaps between scholarship, activism, and outreach, the essays featured here capture important tensions related to inequality and social difference, including the ways in which criminology can be complicit in perpetuating inequitable practices and structures, and how public criminology aims-but sometimes fails-to address them. The depth and breadth of material in the book will appeal to a wide range of academics, students, and practitioners. It is an important resource for early career researchers, more established scholars, and professionals, with accessible content that can also be used in upper-level undergraduate classes.

This book explores the interconnected ways in which the control of knowledge has become central to the exercise of political, economic, and social power. Building on the work of International Political Economy scholar Susan Strange, this multidisciplinary volume features experts from political science, anthropology, law, criminology, women's and gender studies, and Science and Technology Studies, who consider how the control of knowledge is shaping our everyday lives. From "weaponised copyright" as a censorship tool, to the battle over control of the internet's "guts," to the effects of state surveillance at the Mexico-U.S. border, this book offers a coherent way to understand the nature of power in the twenty-first century.

This book explores the interconnected ways in which the control of knowledge has become central to the exercise of political, economic, and social power. Building on the work of International Political Economy scholar Susan Strange, this multidisciplinary volume features experts from political science, anthropology, law, criminology, women's and gender studies, and Science and Technology Studies, who consider how the control of knowledge is shaping our everyday lives. From "weaponised copyright" as a censorship tool, to the battle over control of the internet's "guts," to the effects of state surveillance at the Mexico-U.S. border, this book offers a coherent way to understand the nature of power in the twenty-first century.

As a result of recent federal legislation, school districts are being required to have all students reading at grade level by the year 2012. Such an exceedingly lofty goal cannot be achieved without powerful intervention programs. Here is a guide for districts and schools that outlines an intervention program for students in grades 1-3 who struggle in their literacy development. Offered in English and/or Spanish, it is designed for small groups of four or less to provide more individualized instruction. The program is easily adaptable for use by educational assistants, classroom teachers, and/or reading specialists. The Reading Club has the potential to help the majority of its students achieve grade level literacy skills within a single academic year. It addresses all of the reading components of the Reads First Initiative, including phonemic awareness, phonics, vocabulary, fluency, and comprehension. In addition, there is a well-developed emphasis on strategy development and assessment of student progress. The format of the lessons involves daily thirty-minute intervention sessions which complement but do not replace classroom literacy instruction. For principals, curriculum specialists, reading coordinators, teachers, inservice and preservice teachers, and educational assistants.