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A timely and critical window into the experiences of teachers tasked with implementing DLBE programs in new policy contexts

Henderson, Kathryn I. / Palmer, Deborah K.

Dual Language Bilingual Education

Teacher Cases and Perspectives on Large-Scale Implementation

Series:Bilingual Education & Bilingualism


    259,90 € / $299.90 / £209.90*

    eBook (PDF)
    Publication Date:
    Copyright year:
    To be published:
    April 2020
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    Aims and Scope

    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.


    152 pages
    Type of Publication:
    Specialist Text
    bilingual education; language policy; teacher cases; DBLE; dual language bilingual education; dual language programs; dual language teaching; Dual Language and Dual Immersion; foreign language immersion; one-way dual language; two-way dual language; heritage language programs; Teachers as language policymakers; Education of emerging bilingual students

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    Henderson Kathryn I., University of Texas at San Antonio, San Atonio, USA.


    As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States.

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