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Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation
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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.
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Kathryn I. Henderson
Kathryn I. Henderson is an Associate Professor in the Department of Bicultural-Bilingual Studies, College of Education and Human Development at The University of Texas at San Antonio. She taught elementary school in Guadalajara, Mexico before working in teacher preparation. She is the current Graduate Advisor of Record for the Culture, Literacy, and Language Ph.D. program. Her education interests include language ideologies, language policy and dual language bilingual education. She has presented regularly in local, regional, and international conferences and is published in journals such as the Modern Language Journal, Language Policy, TESOL Quarterly, and Journal of Language, Identity and Education.
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