| Description |
1 online resource (165 pages) |
| Series |
Routledge Research in Language Education |
|
Routledge Research in Language Education.
|
| Contents |
Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of Contributors -- Part I Dual Language Teacher Preparation and Pedagogy -- 1 Dual Language Education in the US: Rethinking Pedagogy, Curricula, and Teacher Education to Support Dual Language Learning for All -- 2 Preparing Critically Conscious Dual Language Teachers: Recognizing and Interrupting Dominant Ideologies -- 3 The Development of Culturally Proficient Global Dual Language Teachers and Teacher Education Programs: Moving Beyond Mandates |
|
4 Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education -- Part II Dual Language Education and Critical Consciousness -- 5 Multilingualism-as-a-Resource Orientation in Dual Language Education -- 6 Challenging Damaging Ideologies -- 7 The Problems and Possibilities of Interest Convergence in a Dual Language School -- Part III The Intersection of Dual Language Education and Social Justice -- 8 Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs |
|
9 The Expansion of Dual Language Bilingual Education Into New Communities and Languages: The Case of Hebrew in a New York City Public Middle School -- 10 Secondary Dual Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community -- 11 Diverse Perspectives in Dual Language Education -- Index |
| Summary |
Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US. Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs. This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Pablo C. Ramírez is Associate Professor in the Division of Teacher Education, at California State University Dominguez Hills, US. Christian J. Faltis is Professor of Bilingual Education in the Department of Teaching and Learning at the Ohio State University, US |
|
Online resource; title from digital title page (viewed on September 09, 2020) |
| Subject |
Education, Bilingual -- United States
|
|
Curriculum planning -- United States
|
|
Teachers -- Training of -- United States.
|
|
EDUCATION -- Bilingual Education.
|
|
EDUCATION -- Multicultural Education.
|
|
EDUCATION -- Elementary.
|
|
Curriculum planning
|
|
Education, Bilingual
|
|
Teachers -- Training of
|
|
United States
|
| Form |
Electronic book
|
| Author |
Ramírez, Pablo, editor.
|
|
Faltis, Christian, 1950- editor.
|
| ISBN |
9780367853242 |
|
0367853248 |
|
1000079716 |
|
9781000079739 |
|
1000079732 |
|
9781000079722 |
|
1000079724 |
|
9781000079715 |
|
