In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school.
This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings.
Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school, and a dual language district.
This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.
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About the Editors
- M. Beatriz Arias is a Senior Research Scientist at the Center for Applied Linguistics, Washington, DC. Her scholarly interests center on educational language policy and programs for emergent bilinguals/English language learners.
- Molly Fee is a PhD student in the Department of Sociology at UCLA. Her research interests focus on refugee resettlement, international migration, political sociology, and language policy.
Read the blog post where Beatriz Arias explains the educational backdrop to the collection and explains the goals of its chapters.
About the CAL Series on Language Education
The books in this series explore a broad range of issues in applied linguistics and language education and are written in a style that is accessible to a broad audience, including those who are new to the field. Each book addresses a topic of relevance to those who are studying or working in the fields of language learning, language instruction, and language assessment, whether in English as a second language or other world languages. Editors – CAL Series on Language Education: Joel Gómez, Terrence G. Wiley, M. Beatriz Arias, and Joy Kreeft Peyton.