Ofelia García is Professor of Urban Education at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University's Teachers College, and at The City College of New York; and has been Dean of the School of Education in the Brooklyn Campus of Long Island University. Among her publications are Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), A Reader in Bilingual Education (with C. Baker), Language Loyalty, Continuity and Change: Joshua Fishman's Contributions to International Sociolinguistics (with Rakhmiel Peltz and Harold Schiffman), and The Multilingual Apple: Languages in New York City (with J.A. Fishman). She is a Fellow of the Stellenbosch Institute for Advanced Study (STIAS) in South Africa, and has been a Fulbright Scholar, and a Spencer Fellow of the U.S. National Academy of Education.

“Aside from the conceptual issues highlighted above, the detailed discussions of multilingual education policy alone make the book worth buying for scholars of language in education issues.”  (Journal of Linguistic Anthropology, 10 April 2012)“Garcia concludes with a detailed examination of bilingual education practices and their intended outcomes, which should be mandated reading for curriculum specialists and school principals.” (Choice Reviews, June 2009)

• List of Figures ixList of Tables xPreface and Acknowledgments (and a Caveat) xiiPart I Bilingual Education for All 11 Introducing Bilingual Education 3Scenarios 3Introduction 5What Is Bilingual Education? 5Beneficiaries and Reasons 11Geopolitics and Language Orientations 13Summary 16Conclusion 17Part II Bilingualism and Education 192 Languaging and Education 21Introduction 22Language Constructions 23Languaging 31Conclusion 403 Bilingualism and Translanguaging 42Introduction 43Bilingualism and Translanguaging 44Models of Bilingualism 51Questioning Assumptions 56Bilingual Abilities 61Bilingual Development 63Neurolinguistic and Psycholinguistic Considerations 67Conclusion 714 The Sociopolitics of Bilingualism 73Introduction 73Transglossia 75Language Maintenance, Shift, and Revitalization 80Language Ideologies 82Language Policy as Right and Resource 84Conclusion 915 Benefits of Bilingualism 93Introduction 94Cognitive Advantages 94Social Advantages 97Intervening Factors 101Conclusion 107Part III Bilingual Education Policy 1096 Bilingual Education: Frameworks and Types 111Introduction: The Social Context 112Bilingual Education Models? 113Bilingual Education Theoretical Frameworks 115Bilingual Education Types 123Conclusion 1357 Bilingual Education: Factors and Variables 137by Hugo Baetens BeardsmoreIntroduction 137Situational Factor 138Operational Factor 146Outcome Factor 152Integrating Situational, Operational, and Outcome Factors 156Conclusion 1578 U.S. Language Policy in Education 159Introduction 159The Past 160The Present 174Conclusion 1939 Language Promotion by European Supra-national Institutions 197by Hugo Baetens BeardsmoreIntroduction 197The Council of Europe 198The European Commission 204Bilingual Education: CLIL/EMILE 208Conclusion 21610 Monoglossic Bilingual Education Policy 218Introduction 219Policies for Transition: Transitional Bilingual Education 221Policies for Maintenance and Enrichment: Maintenance Bilingual Education 231Policies for Enrichment of Social Elite: Prestigious Bilingual Education 236Policy for Enrichment of Language Majorities: Immersion Bilingual Education 237Conclusion 24011 Heteroglossic Bilingual Education Policy 244by Ofelia García and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena ZakhariaIntroduction 245Policies for Language Revitalization: Immersion Revitalization Bilingual Education 247Policies for Development of Minority Languages: Developmental Bilingual Education 251Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language) 257Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Education 264Policies for Multiple Languages: Multiple Multilingual Education 266Conclusion 280Part IV Bilingual Education Practices 28712 Bilingualism in the Curriculum 289Introduction 289Bilingual Allocation 290Bilingual Arrangements 291Bilingual Practices: Translanguaging 304Models of Bilingual Teaching 308Conclusion 30913 Bilingual Education Pedagogy and Practices 312Introduction 312Bilingual Education Approaches and Methods 313Principles and Practices of Bilingual Education Pedagogy 318Strategies: Scaffolding 329Conclusion 33514 Biliteracy Practices and Pedagogy 337Introduction 337A Sociocultural Approach 338The Continua of Biliteracy 340Models of Biliteracy Use 342Biliteracy Sequencing 344Written Language and Texts 346Instructional Approaches 351The Biliteracy Workshop 354Conclusion 36415 Assessment of Bilinguals 366by Ofelia García and Hugo Baetens BeardsmoreIntroduction 366The Power of Assessment 367Assessing Bilinguals 369Democratic Assessment for Bilinguals 378Conclusion 378Part V Bilingual Education for the Twenty-first Century 381Conclusion 383Appendix: Myths and Realities 390by Cristina Muir, Yesenia Morales, Lori Falchi, and Ofelia GarcíaNotes 395Bibliography 410Author Index 459Subject Index 466