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Protocols and Tools for Equitable Dual Language Teaching

Protocols and Tools for Equitable Dual Language Teaching
Author(s)/Editor(s): Esther Gross (The Center for Educational Technology, Israel)and Jenifer Crawford (University of Southern California, USA)
Copyright: ©2024
DOI: 10.4018/978-1-7998-8354-8
ISBN13: 9781799883548
ISBN10: 179988354X
EISBN13: 9781799883562


View Protocols and Tools for Equitable Dual Language Teaching on the publisher's website for pricing and purchasing information.


There is a dire need for readily reproducible research-based practices bridging the gap between critical scholarship and equitable teaching in language studies. Protocols and Tools for Equitable Dual Language Teaching addresses the critical gap in dual language education, offering a comprehensive solution to educators' challenges in implementing equitable practices. The book delves into the diverse dual language education, encompassing developmental bilingual education, two-way bilingual education, one- and two-way immersion, dual immersion, and enrichment and heritage education. Throughout, it emphasizes the additive nature of multilingualism as an educational asset rather than a challenge.

The book adds to the existing literature on dual language education. Each chapter introduces context and multilingual pedagogies, providing an instructional element, a real-world example from a dual language classroom, a step-by-step implementation guide with a checklist of instructional practices, a protocol facilitating strategy implementation, and a nuanced discussion of possibilities and challenges. Targeting teachers, teacher educators, instructional coaches, and practitioners in pre- and in-service settings, the book aims to empower educators globally. It is a valuable resource for those delivering critical language education in bilingual and dual language immersion primary and secondary schools.

Author's/Editor's Biography

Jenifer Crawford

Jenifer Crawford is a Professor of Clinical Education in the Rossier School of Education at the University of Southern California. Crawford earned her Ph.D. in Urban Schooling from UCLA specializing in teachers’ leadership and advocacy in public schools in collaboration with linguistically and racially minoritized communities. A former teacher in the U.S., Mexico, and Brazil, she currently prepares multilingual teachers for diverse learners and contexts. Her research interests include critical praxis in language education rooted in critical pedagogy, an understanding of racial discourses, leveraging parent and community involvement, and integrating technology.


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