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Dual Language Education: Teaching and Leading in Two Languages

  • David E. DeMatthews
  • Elena Izquierdo

Part of the Language Policy book series (LAPO, volume 18)

Table of contents

  1. Front Matter
    Pages i-xxvi
  2. David E. DeMatthews, Elena Izquierdo
    Pages 1-15
  3. Setting the “State”: The Old and Subtractive Ways Haven’t Worked

    1. Front Matter
      Pages 17-17
    2. Edgar M. Torres Ovando, Danika L. S. Maddocks, Angela Valenzuela
      Pages 57-76
  4. Bilingualism, Biliteracy, and Dual Language Education

    1. Front Matter
      Pages 89-89
    2. Wayne P. Thomas, Virginia P. Collier
      Pages 91-105
    3. Susana Ibarra Johnson, Ofelia García, Kate Seltzer
      Pages 119-132
  5. Leading the Way to Dual Language Education

    1. Front Matter
      Pages 147-147
    2. Elena Izquierdo, David E. DeMatthews, David S. Knight, James Coviello
      Pages 149-162
    3. Elena Izquierdo, David E. DeMatthews, Estefania Balderas, Becca Gregory
      Pages 163-180
    4. David E. DeMatthews, Elena Izquierdo, Stephen Kotok
      Pages 181-193
    5. Elizabeth Howard, Angela M. López-Velásquez
      Pages 195-207
    6. Elena Izquierdo, David E. DeMatthews
      Pages 209-213

About this book

Introduction

This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers.

This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA

 


Keywords

Bilingual education Dual language English language learner Latina/o and/or Hispanic students School reform/school improvement

Editors and affiliations

  • David E. DeMatthews
    • 1
  • Elena Izquierdo
    • 2
  1. 1.Department of Educational Leadership & PolicyUniversity of Texas at AustinAustinUSA
  2. 2.Department of Teacher EducationUniversity of Texas at El PasoEl PasoUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-10831-1
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-10830-4
  • Online ISBN 978-3-030-10831-1
  • Series Print ISSN 1571-5361
  • Series Online ISSN 2452-1027
  • Buy this book on publisher's site