Table of Contents

Section I Social and theoretical context of dual langauge education: language education, populations and programmes; theoretical and conceptual foundations for dual language education programmes; critical features of successful language education programmes design and implementation issues. Section II Classroom, administrative and familial contexts in dual language education: the dual language education school characteristics; teacher background and perceptions of support; programme planning; instructional practices and efficacy; teacher talk in dual language education classroon; parent involvement, attitudes and satisfaction in dual language education programmes. Section III Student outcomes in dual language education programmes: student outcomes - introduction and data collection; student outcomes - oral language proficiency; student outcomes - academic language proficiency; student outcomes in reading and literacy; student outcomes - content area achievement in mathematics, science and social studies; student outcomes - attitudes. Section IV Conclusions and implications for language education programmes; summary and conclusions; implications.

About the Author

Kathryn Lindholm-Leary is Professor of Child Development in the College of Education at San Jose State University in San Jose, California, where she teaches courses in child development, educational psychology, multicultural education, and research. She has worked in evaluating and assisting in the implementation of over 100 dual language education programs covering several states in the US over the past 15 years. Dr. Lindholm-Leary has authored books and articles discussing theory, implementation issues and research results related to dual language education.