Synopsis
Lindhold-Leary (child development, San Jose St. U.) examines dual language education (DLE), an approach to language learning in which both language majority and language minority students are integrated into a single classroom, with opportunities for all students to achieve full bilingualism and biliteracy, multicultural competence, and academic excellence. The author presents data from 20 DLE programs in U.S. schools, at different stages of implementation. Coverage includes teacher background factors and attitudes; classroom interactions; parent attitudes and reasoning; evaluation outcomes of the 4,900 students in the 20 programs; student attitudes, motivations, self-esteem, and their beliefs about the benefits of bilingualism. The implications for other language education models are also included. Distributed by UTP Distribution.
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Biography
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.