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Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners


by Elsa S. Billings, Melinda Martin-Beltrán & Anita Hernández — 2010

This chapter describes bilingual approaches to teaching immigrants and English learners in elementary schools, situating program models within a shifting sociopolitical climate, grounding bilingual education theoretically, and describing bilingual teaching practices. Profiles are presented of successful dual language programs that demonstrate the ways that schools must negotiate priorities of bilingualism with pressures of accountability in English.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 384-413
http://www.tcrecord.org ID Number: 18487, Date Accessed: 12/15/2017 10:35:16 PM

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About the Author
  • Elsa Billings
    San Diego State University
    E-mail Author
    ELSA BILLINGS is an assistant professor in the Department of Policy Studies in the Language and Cross-cultural Education Department at San Diego State University. She is a former bilingual classroom teacher and is the co-creator of an online certification program for teachers of English learners at Stanford University. She has a range of publications concerned with issues that impact the academic opportunities and success of English learners (ELs), with particular interests in the experiences of ELs and the professional development, values and experiences of the teachers who teach them. Her publications have appeared in journals and books such as the Journal of Latinos in Education, the Bilingual Research Journal, the International Journal of Critical Pedagogy, and the Handbook of Research on Multicultural Education.
  • Melinda Martin-Beltrán
    University of Maryland, College Park
    E-mail Author
    MELINDA MARTIN-BELTRÁN is an assistant professor specializing in Second Language Education in the College of Education at the University of Maryland, College Park. She has worked as a bilingual and ESOL teacher in the United States and Latin America. She has published articles in journals such as English Teaching: Practice and Critique and The Modern Language Journal. Her research interests include classroom interaction and discourse, educational equity for language minority students, sociocultural perspectives on language learning, and preparing teachers for culturally and linguistically diverse classrooms.
  • Anita Hernández
    New Mexico State University
    E-mail Author
    ANITA HERNÁNDEZ is an associate professor and the Don and Sarrah Kidd Endowed Chair for Literacy, specializing in literacy/biliteracy in the College of Education at New Mexico State University. She has also taught for the California State University (CSU) International Program in Querétero, México. She is a former bilingual classroom teacher and coordinator of a college migrant education program. She has coauthored two books for classroom teachers titled: Theme Sets for Secondary Students: How to Scaffold Core Literature and Interactive Notebooks and English Language Learners: How to Scaffold Content for Academic Success. She has published articles in such journals as Bilingual Research Journal and Reading Teacher. Her research interests include the literacy development of English learners, professional development of teachers of English learners, and the education of pre-service teachers.
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