Books in the Bilingual Education & Bilingualism series

Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.

This book explores sociocultural theories as they relate to language and literacy teaching and learning, and to professional preparation and development for language teachers.  Language teachers and language teacher educators weave research, theory and practice together as they articulate and explore theoretical perspectives through detailed descriptions and analyses of practices.

Bilingualism and Language Pedagogy brings an understanding of language as a social practice, and bilingualism as the study of bidirectional transitioning, to the examination of bilingual settings in the US, Europe and developing countries. The volume suggests that language pedagogy needs to reflect new understandings of bilinguals. Focusing both on bilingual linguistic competence and educational politics and practice, the chapters provide valuable practical proposals and models for developing sociocultural and linguistic competencies among bilingual practitioners and students. The volume situates teachers as mediators and explores the key roles that they have as language and content educators. In discussing the experiences of learners, it takes up the linguistic competence of bilinguals, highlighting how their language use constitutes a resource for meeting the demands of social interactions, and foregrounds the significance of developing academic language proficiency in English among minority children to decrease the barriers facing them in residential and academic settings.

The volume highlights the role of language ideologies in the process of negotiation of identities and shows that in different historical and social contexts different identities may be negotiable or non-negotiable. The chapters address various ways in which individuals may be positioned or position themselves in a variety of contexts. In asking questions about social justice, about who has access to symbolic and material resources, about who is ‘in' and who is ‘out', the authors take account not only of localised linguistic behaviours, attitudes and beliefs; they also locate them in wider social contexts which include class, race, ethnicity, generation, gender and sexuality.  The volume makes a significant contribution to the development of theory in understanding identity negotiation and social justice in multilingual contexts.

This book explores the issues of the sociopolitical dimensions of English language teaching and how they are central to the English language professional. It presents these issues to practicing and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.

This book examines the challenges of educating students recently arrived from other countries, the children of immigrants, as well as historical 'minority groups'. It outlines the relevant theoretical background and provides detailed practical advice for teachers and school administrators in schools serving culturally diverse communities.

This book provides a case study of dual-language planning and implementation at a Spanish-English public elementary school program in Washington, DC. It demonstrates how this program provides more opportunities to language minority and language majority students than are traditionally available in mainstream US schools.