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| Series Foreword | |
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| Preface: Why This Book? | |
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| Who Are These Children, Their Families, and Communities? | |
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| U.S. Language Diversity | |
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| Immigrant Students-U.S. Schools | |
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| English Acquisition and Bilingualism in the U.S. Context | |
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| Conclusion | |
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| Bilingualism Is Not the Arithmetic Sum of Two Languages | |
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| Bilingual Development | |
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| Linguistic Development | |
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| Language Choice and Code-Switching | |
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| Cognition, Language, and Culture | |
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| Social/Communicative Aspects | |
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| Language Development Considers Ways to Use It | |
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| Conclusion | |
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| Education Comes in Diverse Shapes and Forms for U.S. Bilinguals | |
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| Schooling Practices: The Debate | |
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| What Works: Optimal Instruction and Learning Features | |
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| Dual-Language Programs | |
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| Beyond Language | |
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| English-Language Development in a Bilingual Program | |
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| Developing "Academic" English in U.S. Bilinguals | |
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| Specially Designed Academic Instruction | |
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| Conclusion | |
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| Bilinguals in the United States Speak More Than a Foreign Language | |
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| Dialects and Bilingualism | |
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| U.S. Indigenous Bilingual Students | |
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| Bilingual/Bicultural U.S. Deaf Students | |
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| Conclusion | |
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| The Policy Debate and Related Policies Regarding U.S. Bilinguals | |
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| The Federal Courts | |
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| Rights of Language-Minority Students | |
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| State and Local Policies | |
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| English-Only State Policies | |
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| Convergence of Other State and Local Policies | |
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| Federal Policy | |
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| Conclusion | |
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| Educational Reform and Schooling U.S. Bilinguals | |
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| An Integrated Conceptual Framework for the Instruction of U.S. Bilinguals | |
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| Responsive Learning Communities | |
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| The Design Study-A Responsive Bilingual Learning Community: Sites, Teachers, and Intervention | |
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| Analysis of Writing, Creating, and Revising Writing Rubrics | |
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| Conclusion | |
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| Bilingual Student Achievement in a Reform Context | |
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| Sierra Madre Findings | |
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| Chang Ching Findings | |
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| Standardized Test Achievement Measures | |
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| Teachers' Perceptions of Their Work, ALAS, and Instruction | |
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| Conclusion | |
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| Additional Data for Chang Ching and Sierra Madre | |
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| Final Thoughts Regarding Theory, Practice, and Policy Relevant to U.S. Bilingual Students | |
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| Language as a Cultural System | |
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| Culture, Language, and Schooling | |
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| Policy Considerations | |
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| Educational Practice Implications | |
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| From the General to the Specific | |
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| Conclusion | |
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| References | |
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| Index | |
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| About the Author | |