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A collection of essays that reflects a significant shift in teaching multilingual learners in American classrooms. The book starts by discussing why programs should no longer be labeled "English as a second language" or "bilingual," but instead "dual language education." In the same vein, "English language learners" ought to be called the more equitable "multilingual learners." The motivation behind these changes in terms is to respect the linguistic and cultural heritage of learners without erasing the knowledge wi...Log In or Sign Up to Read More