Dual Language Education in the US: Rethinking Pedagogy, Curricula, and Teacher Education to Support Dual Language Learning for All / Edition 1

by Pablo Ramírez, Christian Faltis

Overview

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.

Product Details

ISBN-13:	9780367425180
Publisher:	Taylor & Francis
Publication date:	08/26/2020
Series:	Routledge Research in Language Education
Pages:	164
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

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

Table of Contents

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

Pablo C. Ramírez and Christian J. Faltis

2. Preparing Critically Conscious Dual Language Teachers: Recognizing and Interrupting Dominant Ideologies

Cristina Alfaro

3. The Development of Culturally Proficient Global Dual Language Teachers

and Teacher Education Programs: Moving Beyond Mandates

Reyes Quezada and Vivian Alexandrowicz

4. Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All:

Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

Deborah Palmer, Claudia Cervantes–Soon, and Daniel Dornier-Heiman

PART II: Dual Language Education and Critical Consciousness

5. Multilingualism as a Resource Orientation in Dual Language Education

Ester de Jong, Tuba Yilmaz, and Nidza Marichal

6. Challenging Damaging Ideologies: Are Dual Language Education Practices Addressing Learners’ Linguistic Rights?

María E. Fránquiz, María G. Leija and Cinthia S. Salina

7. The Problems and Possibilities:

Zitlali Moralez and Maravilla

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

Jessica Summerville- Braun and Christian J. Faltis

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

Sharon Avni and Kate Menken

10. Secondary Dual Language Learners and Emerging Pedagogies: The

Intersectionality of Language, Culture and Community

Pablo C. Ramírez

11. Diverse Perspectives in Dual Language Education

Pablo C. Ramírez and Christian J. Faltis