Guiding Teachers into Bilingual Education

Description

Guiding Teachers into Bilingual Education: A Bridge Between Theory and Practice is a collaborative project born from the extensive experiences of bilingual educators and researchers worldwide. Edited by Valérie Fialais and Reseda Streb, this volume addresses the urgent need for stronger connections between academic research and classroom practice in bilingual education. It brings together insights from 14 renowned contributors who explore innovative teaching approaches, effective professional development, and critical policy issues. Through a blend of theoretical analysis and real-world project examples from diverse contexts—including Brazil, Germany, France, and the USA—the book offers practical strategies for integrating dual language instruction, challenging monolingual ideologies, and empowering both teachers and learners. This essential resource provides not only a foundation for further training but also a call for collaborative action to create more inclusive, culturally relevant educational environments.

Edited by Valérie Fialais & Reseda Streb

Table of Content

1. About the Book
   1.1. Preface – Fabrice Jaumont
   1.2. Why This Book? – Valérie Fialais & Reseda Streb
   1.3. Introduction – Christine Hélot
2. Theories
   2.1. From Two Solitudes to Crosslinguistic Translanguaging: Evolution of Theoretical Concepts in the Education of Plurilingual Learners – Jim Cummins
   2.2. From Teaching Languages to Teaching Students: How Teachers of Bilingual Students Take Up Translanguaging Theory in Practice – Kate Seltzer & Ricardo Otheguy
   2.3. On Biliteracy & Theory(ies). A Bilingual Teacher’s Journey – Cecília Espinosa
   2.4. Equitable Assessment Practices for Emergent Bilingual Students – Marcela Ossa Parra
   2.5. The Linguistic Repertoire from the Perspective of Lived Experience – Brigitta Busch
   2.6. Transculturality and Multilingualism – Jürgen Erfurt
   2.7. Language and Education Policy: Power, Prestige and Bilingualism – Anne-Marie de Mejía
3. Practices
   3.1. Making Space for Teachers’ Voices to Research Together on Teaching and Learning Issues in an English Immersion School Setting – Aurore Isambert, Damien Céné, Delphine Jeandel, Véronique Lemoine-Bresson, Anne Choffat-Dürr, Valérie Fialais & Latisha Mary
   3.2. “Difference Is Always There, of Course; the Question Is How You Deal with It.” Experiences from a German-Italian Primary School Project in Frankfurt am Main, Germany – Gabriele Budach & Ulrike Dreher
   3.3. Building Up Bilingual Practice in Rural India: Current Efforts of the Language and Learning Foundation – Cynthia Groff & Dhir Jhingran
   3.4. The Role of Key Actors and an Innovative Biliteracy Program in Bringing National Languages into Primary Education in Senegal – Erina Iwasaki & Carol Benson
   3.5. The Parity School in Ladinia: How a Language Minority Preserves Its Own Language(s) as well as Italian and German – Stephanie Risse
   3.6. Pomeranian-Portuguese Literacy in Brazil: Experiences from the Genesis of a Multilingual Project – Peter Rosenberg, Mônica Savedra & Reseda Streb
   3.7. Bilingual Co-Teaching of Writing Genres in Quebec – Joël Thibeault & Marie-Hélène Forget
4. Final Considerations
   4.1. Afterword: G(l)iding Through the Inter-Lived Bilingual Experience: Beyond Guiding and Bridging as Afterwood – Ofelia García
   4.2. Acknowledgments – Valérie Fialais & Reseda Streb