1st Edition
The Handbook of Dual Language Bilingual Education
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
Biography
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
