This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.
Table of Content
Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in History
Chapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation
Chapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview
Chapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual Context
Chapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates
Chapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE
Chapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals
About the author
Deborah Palmer, Ph.D, . is Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, and affiliate faculty in the Department of Ethnic Studies and the Culture, Language and Social Practice (CLASP) Program. A former dual language bilingual teacher in California and bilingual teacher educator in Texas, she is a qualitative researcher who conducts critical ethnography and discourse analysis to support equity and justice. Her co-edited book (with the authors of her chapter in this volume) Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice is published by Routledge. She has recent articles in Teaching and Teacher Education, Education Policy Analysis Archives, Language Policy, and Journal of Language, Identity and Education.
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