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Synopsis
Eight academics from the U.S., Europe, and Canada contribute eight papers intended to broaden the conceptualization of bilingualism and the professional development of bilingual teachers. Coverage includes the development of academic language in linguistic minority children, Spanish-English bilingual speech of heritage Spanish speakers in the U.S., the continua model of biliteracy, the transformative potential of a teacher's identity in bilingual and second language education programs, the differing roles and contexts of bilingual language support teachers in the UK, bilingual teaching in developing countries, and professional development for bilingual teachers in the U.S. No subject index. Distributed in the U.S. by UTP Distribution. Annotation ©2004 Book News, Inc., Portland, OR