1st Edition

The Handbook of Dual Language Bilingual Education

Edited By Juan A. Freire, Cristina Alfaro, Ester de Jong Copyright 2023
    730 Pages 20 B/W Illustrations
    by Routledge

    730 Pages 20 B/W Illustrations
    by Routledge

    This handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sections—theoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparation—the volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.

    SECTION 1: Theoretical Foundations and Outcomes

    Theoretical Foundations

    1. Theoretical Foundations of Dual Language Bilingual Education

    Ofelia García, Cristina Alfaro, & Juan A. Freire

    2. Theoretical Foundations: Conceptualizing Sociocultural Competence for Transformation in Dual Language and Bilingual Education (DLBE)

    Verónica González, Michelle Soto-Peña, Reka Barton, & Angela Palmieri

    3. Establishing a Transformative Foundation for Dual Language Bilingual Education: Critical Consciousness at the Core

    Daniel Heiman, Claudia Cervantes-Soon, Deborah K. Palmer, & Lisa M. Dorner

    History, Programs, & Policy

    4. The Historical Roots of Activism for Dual Language Bilingual Education

    Sarah C. K. Moore

    5. DLBE Program Types for Different Target Populations

    Wayne E. Wright & Woongsik Choi

    6. A Framework for Success: Dual Language Education Building Blocks

    Sonia W. Soltero

    7. English Learners and Dual Langue Learners in the Early Years: From Science to Policy and Practice

    Eugene E. García

    DLBE Outcomes

    8. Recentering Multiple Minoritized Languages in Dual Language Bilingual Education

    Trish Morita-Mullaney

    9. DLBE Outcomes: Academic and Language Outcomes in Spanish-English Programs

    Elizabeth R. Howard & Manqian Zhao

    10. Sociocultural Competence in Dual Language Bilingual Education: A Literature Review of Student Outcomes

    Erika Feinauer, Juan A. Freire, Kaila Willardson, & Mallory Earl

    11. Critical Consciousness in Dual Language Bilingual Education: A Literature Review of Students’ Outcomes

    Juan A. Freire, Erika Feinauer, Mallory Earl, & Kaila Willardson

    SECTION 2: Key Issues and Trends

    Social Justice Issues

    12. Gentrification of Dual Language Bilingual Education: Defining Types, Historical Evidence, and Alternatives

    M. Garrett Delavan

    13. A Literature Review of Raciolinguistics in Dual-language Bilingual Education: A Call for Conceptualizing Racialization

    Laura C. Chávez-Moreno

    14. Named, Unnamed, and Coded Oppressions: Applying Intersectionality to Dual Language Bilingual Education Programs

    Alexandra Babino

    Programmatic Issues

    15. Assessment, Accountability and Culture: Key Issues and Trends in Dual Language Bilingual Education

    Saúl I. Maldonado

    16. Language Ideology: The Driver of Inclusive Education

    Xochil Archey

    17. Dual Language Deaf Education: Shifting to Multilingual Multimodal Concepts

    Patrick Graham & Christopher Kurz

    18. K-12 school funding, Dual Language/Bilingual Education: An Overview  

    Oscar Jimenez-Castellanos & Irina Okhremtchouk 

    19. Increasing Bilingual Teacher Pathways to Address the Surge of Dual Language Bilingual Education Programs

    Sera J. Hernández

    20. The Seal of Biliteracy and Dual Language Bilingual Education

    Amy J. Heineke, Kristin J. Davin, & Joe Elliott

    Racial/Ethnic Groups

    21. Indigenous Revitalization-Immersion Education in Native American Settings

    Teresa L. McCarty & Sjana Baker

    22. Toward a Critical Multidimensional Pedagogy for Multilingual Black Learners

    Christina L. Dobbs & Eurydice Bouchereau Bauer

    SECTION 3: School-Based Practices

    Student Relationships

    23. Identity Construction and Students in DLBE Classrooms

    Suzanne García-Mateus, Idalia Nuñez & Luis Urrieta

    24. Fulfilling Potential and Interrogating Assumptions of Integration: Examining Intergroup Relations in Dual Language Bilingual Education

    Melinda Martin-Beltrán & Amanda Cataneo

    Pedagogical Issues

    25. Translanguaging in Dual Language Bilingual Education in the United States: Framings, Research and Possibilities

    Maite Sánchez

    26. On Curriculum and Pedagogy in Dual Language Bilingual Education

    Rebecca Blum Martínez & Lily Wong Fillmore

    27. Curriculum Issues in DLBE

    Ester J. de Jong

    28. Towards a Biliterate Pedagogy

    Susan Hopewell, Jody Slavick, & Kathy Escamilla

    Discourses, Power and School Research

    29. The hegemonic power of English (and Spanish of elsewhere) and its impact in dual language education

    Christian Faltís

    30. Discourses in Dual Language Bilingual Education

    Noah Katznelson, Katie A. Bernstein, & Kathryn I. Henderson

    31. Research on the Use of Language(s) and Discourses in Dual Language and Multilingual Mathematics and Science Classrooms

    Melissa A. Navarro Martell & William Zahner

    32. What Have We Done? A Brief Synthesis of STEM and Social Studies Research in Dual Language Bilingual Education

    Armando Garza Ayala

    Family and Community

    33. Family, Community, and Activism in Dual Language Bilingual Education: Paradigms of Parental Engagement

    Edward M. Olivos & Alberto M. Ochoa

    SECTION 4: Teacher and Administrator Preparation

    Teacher Education and Professional Development

    34. Dual Language Bilingual Teacher Preparation: The Braided Relationship of Ideology, Identity, Language and Culture

    Cristina Alfaro & Ana M. Hernández

    35. Reconsidering Language Assets: A Critical and Integrative Examination of Language Proficiency and Biliteracy in Dual Language Teacher Education

    Eduardo R. Muñoz-Muñoz & Allison Briceño

    36. Professional Development for In-Service Dual Language Teachers

    The Dominguez Hills Colectivo Plurilingüe - Nallely Arteaga, Cynthia Lozano, Carmen Lopez, Miguel Casar, Anna Arredondo-Kim, Yesenia Fernández, Natalie Nuñez, Beth Mossman, Maria Morales-Thomas, and Jen Stacy

    Leadership and Partnership

    37. Leading Equity Driven Dual Language Bilingual Education

    Elena Izquierdo, Sarah De La Garza, & David DeMatthews

    38. Critical Multilingual Policy Ecology: University-District Partnerships in Dual Language/Bilingual Teacher Education

    Magaly Lavadenz, Elvira Armas, Jongyeon Ee, & Hoan Thi Thu Do


    Juan A. Freire is Associate Professor in the Department of Teacher Education at Brigham Young University, USA.

    Cristina Alfaro is the Associate Vice-President of International and Transborder Affairs and Professor of Multilingual and Global Education at San Diego State University, USA.

    Ester J. de Jong is Professor and program leader in the Culturally and Linguistically Diverse Education program at the University of Colorado Denver, USA.

    “This handbook (covering history, theoretical foundations, pedagogy, practices, and outcomes informed by a social justice framework) is exactly what we needed. It should be required reading for everyone concerned about the education of multilingual children.”

    Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Emerita. Stanford University

    “This comprehensive handbook reviews the latest research about dual language bilingual education (DLBE), at a time when the number of DLBE programs has grown exponentially in U.S. schools. Experts from diverse contexts provide essential theoretical and practical information in this excellent volume to ensure that DLBE programs are able to meet their full potential in serving bilingual communities.”

    Kate Menken, Queens College of the City University of New York

    “This is the book that the field of dual language bilingual education has been waiting for. Once  a hotly debated instructional approach, parents have discovered the advantages of a bilingual education and now these programs cannot meet the increasing demand.  This volume includes up-to-the-minute research and program and policy options, written by the most distinguished researchers in the field. It belongs on the desk of every dual language educator!”

    Patricia Gándara, UCLA Civil Rights Project

    “This comprehensive handbook is a must have!  It addresses understanding multilinguaiism with attention to school settings that can be responsive to ways of knowing and becoming through “languaging”—using the full expressive power of interacting embodied language systems to serve as cultural and social tools for action expressing meaning and attainment of sociocultural well-being of diverse communities.”

    Richard Durán, Distinguished Professor, Gevirtz School of Education, University of California, Santa Barbara