000			01939nam a2200229Ia 4500
003			PH-LCIC
005			20251024092944.0
008			240527s2019 xx 000 0 und d
020			_a9783030108304
040			_cLCIC LIBRARY
082			_aREF 370.1175 D85
100			_aDavid DeMatthews _eEditor
245		0	_aDual Language Education : _bTeaching and Leading in Two Languages /
260			_aCham, Switzerland : _bSpringer, _c2019.
300			_a 1 online resource (xxvi, 213 pages)
300			_a8428 pages;
520			_aThis book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA
650			_aEducation, Bilingual
650			_asocial structure
700			_aElena Izquierdo _eEditor
942			_2ddc _cREF
999			_c2857 _d2857