Overview

The field of dual language encompasses a variety of labels including developmental bilingual education, two-way bilingual education, one- and two-way immersion, dual immersion, and enrichment and heritage education. It is used in the literature to refer to additive educational programs that see multilingualism as an asset rather than a challenge or deficit. These various models share the essential components of integrating language-minority and language-majority students and using the two languages throughout the school day in various proportions. This type of education strives to promote additive bilingualism and biliteracy and cross-cultural competence. In the field of dual language education there is a dire need for readily reproducible and step-by-step research-based practices that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in dual language education. This book introduces and guides dual language educators through the current best practices and methods for equity-minded teaching. The chapters include introductions to the context and the multilingual pedagogies of dual language education and will introduce an element of instruction, an example from a dual language classroom, a step-by-step guide to implementation that includes a checklist of instructional practices, a protocol to aid in implementation of the strategies, and a summary of the possibilities and the challenges. The book ends with instructional implications and future directions for educators to serve all multilingual students effectively and equitably. The intended audience for this book is teachers and teacher educators in pre- and in-service settings, instructional coaches, and practitioners who are seeking to provide critical language education in bilingual and dual language immersion primary and secondary schools around the globe. The book can prepare students in college programs to get additional certifications (bilingual authorization) and credentials (combine world language and content area single subject credential) to teach academic content in two languages. It can be a supplementary text for many school courses and programs.

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9781799883548

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Jenifer Crawford is a Professor of Clinical Education in the Rossier School of Education at the University of Southern California. Crawford earned her Ph.D. in Urban Schooling from UCLA specializing in teachers' leadership and advocacy in public schools in collaboration with linguistically and racially minoritized communities. A former teacher in the U.S., Mexico, and Brazil, she currently prepares multilingual teachers for diverse learners and contexts. Her research interests include critical praxis in language education rooted in critical pedagogy, an understanding of racial discourses, leveraging parent and community involvement, and integrating technology.

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