Overview

This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.

Full Product Details

Author:   Kathryn I. Henderson ,  Deborah Palmer
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 14.80cm , Height: 0.90cm , Length: 21.00cm
Weight:   0.208kg
ISBN:  

9781788928083

ISBN 10:   1788928083
Pages:   152
Publication Date:   15 April 2020
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in History Chapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation Chapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview Chapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual Context Chapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates Chapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE Chapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals  

Reviews

This excellent book provides a fascinating example of dual language bilingual education today. Rich in ethnographic detail and insightful analysis, Henderson and Palmer carefully document how teachers navigate what proves to be extremely challenging policy terrain. While the case is unique, the findings and recommendations offer crucial implications for language education policies and bilingual programs everywhere. * Kate Menken, City University of New York, USA * This book gives educational leaders (beginning with our teachers) important 'food for thought', encouraging reflection upon what our individual and collective contribution needs to be if we are to be successful in delivering the promise of K-12 Dual Language Bilingual Education for ALL families who choose to participate. * David Rogers, Dual Language Education of New Mexico, USA * As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States. * Laura A. Valdiviezo, University of Massachusetts-Amherst, USA *

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States. * Laura A. Valdiviezo, University of Massachusetts-Amherst, USA *

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States. * Laura A. Valdiviezo, University of Massachusetts-Amherst, USA * This book gives educational leaders (beginning with our teachers) important 'food for thought', encouraging reflection upon what our individual and collective contribution needs to be if we are to be successful in delivering the promise of K-12 Dual Language Bilingual Education for ALL families who choose to participate. * David Rogers, Dual Language Education of New Mexico, USA * This excellent book provides a fascinating example of dual language bilingual education today. Rich in ethnographic detail and insightful analysis, Henderson and Palmer carefully document how teachers navigate what proves to be extremely challenging policy terrain. While the case is unique, the findings and recommendations offer crucial implications for language education policies and bilingual programs everywhere. * Kate Menken, City University of New York, USA * Henderson and Palmer have created a fascinating book, which is well worth the read for those educators recently involved in dual language education, educators just beginning in dual language education, and students interested in the field of dual language education. Those looking to implement a DLBE program should also have the administrators read this book as it truly gives an idea of what a program would look like and the issues that may arise. -- Noah Verboon, University of Florida USA * LINGUIST List 32.1826 * While this body of work contributes to the existing knowledge suggesting the inefficacy of top-down policymaking, the damaging role of standardized testing, and the omnipresence and complex network of competing language ideologies, perhaps its most valuable contribution is how it informs practice across similar bilingual educational contexts. -- Jesse Rubio, University of Massachusetts Boston, USA * Language Policy, 2021 * The findings and recommendations the authors make should be considered carefully by district leaders, principals, teachers, both preservice and in-service, and scholars. It calls for attention to ideological clarity regarding how they value Spanish (or whatever the partner home language) to understand what language is, what it represents, its challenges, and its power, and most importantly its impact on our leadership, and leadership comes through many venues. -- Elena Izquierdo, University of Texas at El Paso, USA * International Journal of Bilingual Education and Bilingualism, 2021 *

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States. * Laura A. Valdiviezo, University of Massachusetts-Amherst, USA * This book gives educational leaders (beginning with our teachers) important 'food for thought', encouraging reflection upon what our individual and collective contribution needs to be if we are to be successful in delivering the promise of K-12 Dual Language Bilingual Education for ALL families who choose to participate. * David Rogers, Dual Language Education of New Mexico, USA * This excellent book provides a fascinating example of dual language bilingual education today. Rich in ethnographic detail and insightful analysis, Henderson and Palmer carefully document how teachers navigate what proves to be extremely challenging policy terrain. While the case is unique, the findings and recommendations offer crucial implications for language education policies and bilingual programs everywhere. * Kate Menken, City University of New York, USA *

Author Information

Kathryn I. Henderson is an Associate Professor of Bicultural-Bilingual Studies in the School of Education at The University of Texas at San Antonio, USA. Her research interests include language ideologies, language policy and dual language bilingual education programs. Deborah K. Palmer is a Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, USA. Her research interests include bilingual education policy and politics, critical additive bilingual education, translanguaging, teacher preparation for linguistically/culturally diverse teaching contexts, language, power and identity, and bilingual teacher leadership/agency.

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