TY - BOOK ID - 46320250 TI - Dual Language Education: Teaching and Leading in Two Languages AU - DeMatthews, David E. AU - Izquierdo, Elena. PY - 2019 SN - 3030108317 3030108309 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Education, Bilingual KW - Bilingual education KW - Bilingualism KW - Multilingual education KW - Study and teaching KW - Language and languages. KW - Bilingualism. KW - Educational Policy and Politics. KW - Language Education. KW - Social Structure, Social Inequality. KW - Language and languages KW - Languages in contact KW - Multilingualism KW - Foreign languages KW - Languages KW - Anthropology KW - Communication KW - Ethnology KW - Information theory KW - Meaning (Psychology) KW - Philology KW - Linguistics KW - Educational policy. KW - Education and state. KW - Language and education. KW - Social structure. KW - Social inequality. KW - Education KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Egalitarianism KW - Inequality KW - Social equality KW - Social inequality KW - Political science KW - Sociology KW - Democracy KW - Liberty KW - Organization, Social KW - Social organization KW - Social institutions KW - Educational linguistics KW - Government policy KW - Equality. UR - https://www.unicat.be/uniCat?func=search&query=sysid:46320250 AB - This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA . ER -