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Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960-2001


reviewed by Michael Genzuk — 2006

coverTitle: Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960-2001
Author(s): Guadalupe San Miguel, Jr.
Publisher: University of North Texas Press, Denton
ISBN: 1574411713, Pages: 168, Year: 2004
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In Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960-2001, University of Houston history professor Guadalupe San Miguel, Jr. provides a candid look at the emotionally charged and politically volatile history of bilingual education and the policy issues that have defined its implementation. San Miguel has produced a relatively complex book on the topic.  Readers hoping for a simple explanation of what is at stake will not find it; rather they will find a scholarly expose of the multi-faceted issues that define bilingual education and bilingual education policy.  The author provides a review of both the history of federally mandated bilingual education, beginning in 1968 through its reauthorizations up to 2002, and the consequences of these programs. Professor San Miguel suggests that it has been one of the most contentious and misunderstood educational programs in the nation. He sees the changes in bilingual education... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 23-26
http://www.tcrecord.org ID Number: 11865, Date Accessed: 11/17/2017 11:42:20 PM

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About the Author
  • Michael Genzuk
    University of Southern California's Rossier School of Education
    E-mail Author
    MICHAEL GENZUK, Ph.D. is an Associate Clinical Professor of Education in the University of Southern California's Rossier School of Education and the Co-Director of the School’s Center for Multilingual, Multicultural Research at the University of Southern California. His research has focused on issues related to the academic achievement of language minority students, including cognitive growth, and psychosocial factors affecting their success, and teacher education programs that address the development of teachers for the changing demographic patterns in North American public schools. His most current work looks at methods to enhance and expand existing written literacy through still and moving images, aural communication, and multimedia applications as well as the written word.
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