Kathryn I. Henderson is an Associate Professor of Bicultural-Bilingual Studies in the School of Education at The University of Texas at San Antonio, USA. Her research interests include language ideologies, language policy and dual language bilingual education programs.Deborah K. Palmer is a Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, USA. Her research interests include bilingual education policy and politics, critical additive bilingual education, translanguaging, teacher preparation for linguistically/culturally diverse teaching contexts, language, power and identity, and bilingual teacher leadership/agency.

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States.

• Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in HistoryChapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program ImplementationChapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An OverviewChapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual ContextChapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy MandatesChapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBEChapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals

Kathryn I. Henderson is an Associate Professor of Bicultural-Bilingual Studies in the School of Education at The University of Texas at San Antonio, USA. Her research interests include language ideologies, language policy and dual language bilingual education programs.Deborah K. Palmer is a Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, USA. Her research interests include bilingual education policy and politics, critical additive bilingual education, translanguaging, teacher preparation for linguistically/culturally diverse teaching contexts, language, power and identity, and bilingual teacher leadership/agency.

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States.

• Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in HistoryChapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program ImplementationChapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An OverviewChapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual ContextChapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy MandatesChapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBEChapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals

Kathryn I. Henderson is an Associate Professor of Bicultural-Bilingual Studies in the School of Education at The University of Texas at San Antonio, USA. Her research interests include language ideologies, language policy and dual language bilingual education programs.Deborah K. Palmer is a Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, USA. Her research interests include bilingual education policy and politics, critical additive bilingual education, translanguaging, teacher preparation for linguistically/culturally diverse teaching contexts, language, power and identity, and bilingual teacher leadership/agency.

As dedicated scholars and advocates for bilingual education, Henderson and Palmer bring to readers an insightful account of the impacts of ideology, identity and policy in bilingual classrooms. Their careful analysis of practitioners in Texan schools point to urgent issues as well as possibilities facing bilingual education and language policy in the United States.

• Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in HistoryChapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program ImplementationChapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An OverviewChapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual ContextChapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy MandatesChapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBEChapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals