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.