Marcia Moraes is Professor in the Department of Languages and Literature at Rio de Janeiro State University in Brazil.

"This book harnesses two powerful theoretical frameworks, testing the implications of Bakhtinian and Freirian perspectives for rethinking bilingual education. The author provides a critical analysis that will speak both to teachers about instructional practice and to 'educational planners' about curricular design. I admire the ambitious aim of re-examining approaches to bilingual education through the lens of sophisticated linguistic and social theory. In addition, the premise that traditional, structuralist theories can undermine language teaching by overlooking the importance of social context to language learning is a sound one. Moraes makes a persuasive argument against viewing bilingual education in monolithic, 'one-policy-fits-all' terms." — Christian Knoeller, University of Wisconsin, Eau Claire"The author's summary of the Bakhtin Circle's thought is masterful and impressive. She deftly finesses the non-issue of 'who wrote what' in the Bakhtin Circle. She correctly assesses the need to inform her readers of Bakhtinian thought prior to launching into her critique of bilingual education. The book is thoughtful, with provocative writing throughout." — Dennis Sayers, University of California Educational Research Center

• Foreword Acknowledgments Introduction 1. THE BAKHTIN CIRCLE AND LANGUAGE Voloshinov or Bakhtin? Whose Authorship?The World of Language through Voloshinov's and Bakhtin's Eyes SignConsciousnessUtteranceProcess of UnderstandingCommunication A Debate between Voloshinov and Saussure: What Is Language?Conclusion 2. THE HISTORICAL APPEAL Bilingual ProgramsBilingual Education within a Piece of HistoryConclusion 3. WHOSE FINDINGS? Bilingual Education and Research Immersion ProgramsTheoretical Approaches to L2 Acquisition Conclusion 4. LANGUAGE AND ITS MULTIPLE VOICES Dialogue: What Is It?Dialogic PedagogyCritical/Radical PedagogyDialogic-Critical PedagogyConclusion 5. BILINGUAL ENCOUNTER: A DIALOGIC-CRITICAL PEDAGOGY Beyond English-Plus versus English Only: Toward the Living DialogueConcluding Remarks References Index