Chapter 2. Theoretical and Conceptual Foundations for Dual Language Education Programs

Chapters in this book

1. Frontmatter i
2. Contents v
3. Acknowledgments vii
4. Introduction 1
5. Part 1. Social and Theoretical Contexts of Dual Language Education
6. Chapter 1. Language Education Programs and Politics 9
7. Chapter 2. Theoretical and Conceptual Foundations for Dual Language Education Programs 39
8. Chapter 3. Critical Features of Successful Language Education Programs: Design and Implementation Issues 59
9. Part 2. Classroom, Administrative and Familial Contexts in Dual Language Education
10. Chapter 4. The Dual Language Education School Characteristics and Data Collection 79
11. Chapter 5. Teacher Background and Perceptions of Support, Program Planning, Instructional Practices and Efficacy 96
12. Chapter 6. Teacher Talk in Dual Language Education Classrooms 123
13. Chapter 7. Parent Involvement, Attitudes and Satisfaction in Dual Language Education Programs 143
14. Part 3. Student Outcomes in Dual Language Education Programs
15. Chapter 8. Student Outcomes: Introduction and Data Collection 171
16. Chapter 9. Student Outcomes: Oral Language Proficiency 179
17. Chapter 10. Student Outcomes: Academic Language Proficiency – Reading and Language Achievement 207
18. Chapter 11. Student Outcomes in Reading and Literacy: Standardized Achievement Tests vs. Alternative Assessment 234
19. Chapter 12. Student Outcomes: Content Area Achievement in Mathematics, Science and Social Studies 247
20. Chapter 13. Student Outcomes: Attitudes 271
21. Part 4. Conclusions and Implications for Language Education Programs
22. Chapter 14 .Summary and Conclusions 291
23. Chapter 15. Implications 310
24. Appendix 331
25. References 343
26. Index 366