LEADER 03846nam 22006375 450 001 9911008899803321 005 20220208232741.0 010 $a9781788928113 010 $a1788928113 010 $a9781788928106 010 $a1788928105 024 7 $a10.21832/9781788928106 035 $a(CKB)4100000010952197 035 $a(MiAaPQ)EBC6161448 035 $a(DE-B1597)542136 035 $a(DE-B1597)9781788928106 035 $a(OCoLC)1127072226 035 $a(Perlego)1997619 035 $a(EXLCZ)994100000010952197 100 $a20200707h20202020 fg | 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDual language bilingual education $eteacher cases and perspectives on large-scale implementation /$fDeborah K. Palmer, Kathryn I. Henderson 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2020] 210 4$dİ2020 215 $a1 online resource (x, 139 pages) 225 1 $aBilingual Education & Bilingualism 311 08$a9781788928090 311 08$a1788928091 311 08$a9781788928083 311 08$a1788928083 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tAcknowledgements --$t1. Large-Scale Implementation of Dual Language Bilingual Education: A Key Moment in History --$t2. Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation --$t3. Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview --$t4. Teacher Cases: Implementing DLBE with Fidelity or Language Separation in a Bilingual Context --$t5. Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates --$t6. Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE --$t7. Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals --$tReferences --$tIndex 330 $aThis book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education. 410 0$aBilingual education and bilingualism ;$v123. 606 $aEducation, Bilingual$vCase studies 606 $aEducation, Bilingual$xStudy and teaching 606 $aSecond language acquisition$vCase studies 606 $aSecond language acquisition$xStudy and teaching 615 0$aEducation, Bilingual 615 0$aEducation, Bilingual$xStudy and teaching. 615 0$aSecond language acquisition 615 0$aSecond language acquisition$xStudy and teaching. 676 $a370.117 700 $aHenderson$b Kathryn I.$f1982-$4aut$4http://id.loc.gov/vocabulary/relators/aut$01825837 702 $aPalmer$b Deborah K.$f1969-$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bDE-B1597 801 1$bDE-B1597 801 2$bAzTeS 906 $aBOOK 912 $a9911008899803321 996 $aDual language bilingual education$94393748 997 $aUNINA