The Handbook of Dual Language Bilingual Education
Herausgeber: A Freire, Juan; de Jong, Ester; Alfaro, Cristina
The Handbook of Dual Language Bilingual Education
Herausgeber: A Freire, Juan; de Jong, Ester; Alfaro, Cristina
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The handbook presents a state-of-the-art overview of Dual Language Bilingual Education (DLBE) research, programs, pedagogy, and practice. Synthesizing major issues, discussing central themes and advancing policy and practice, this is an essential volume and reference text in Bilingual/Second Language Education.
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The handbook presents a state-of-the-art overview of Dual Language Bilingual Education (DLBE) research, programs, pedagogy, and practice. Synthesizing major issues, discussing central themes and advancing policy and practice, this is an essential volume and reference text in Bilingual/Second Language Education.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 702
- Erscheinungstermin: 29. September 2023
- Englisch
- Abmessung: 229mm x 152mm x 40mm
- Gewicht: 1139g
- ISBN-13: 9781032215877
- ISBN-10: 1032215879
- Artikelnr.: 68100541
- Verlag: CRC Press
- Seitenzahl: 702
- Erscheinungstermin: 29. September 2023
- Englisch
- Abmessung: 229mm x 152mm x 40mm
- Gewicht: 1139g
- ISBN-13: 9781032215877
- ISBN-10: 1032215879
- Artikelnr.: 68100541
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.
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.
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.
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.