Volume 28 in the Bilingual Education and Bilingualism series.

Includes bibliographical references (p. 343-365) and index.

Introduction

PART 1: SOCIAL AND THEORETICAL CONTEXTS OF DUAL LANGUAGE EDUCATION

01. Language education Programs and Politics

02. Theoretical and Conceptual Foundations for Dual Language Education Programs

03. Critical Features of Successful Language Education Programs: Design and Implementation Issues

03. Critical Features of Successful Language Education Programs: Design and Implementation Issues

PART 2: CLASSROOM, ADMINISTRATIVE AND FAMILIAL CONTEXTS IN DUAL LANGUAGE EDUCATION

04. The Dual Language Education School Characteristics and Data Collection

05. Teacher Background and Perceptions of Support, Program Planning, Instructional Practices and Efficacy

06. Teacher Talk in Dual Language Education Classrooms

07. Parent Involvement, Attitudes and Satisfaction in Dual Language Education Programs

PART 3: STUDENT OUTCOMES IN DUAL LANGUAGE EDUCATION PROGRAMS

08. Student Outcomes: Introduction and Data Collection

09. Student Outcomes: Oral Language Proficiency

10. Student Outcomes: Academic Language Proficiency: Reading and Language Achievement

11. Student Outcomes in Reading and Literacy: Standardized Achievement Tests vs. Alternative Assessment

12. Student Outcomes: Content Area Achievement in Mathematics, Science and Social Studies

13. Student Outcomes: Attitudes

PART 4: CONCLUSIONS AND IMPLICATIONS FOR LANGUAGE EDUCATION PROGRAMS

14. Summary and Conclusions

15. Implications

"Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes." (Publisher's Website)