Kathryn Lindholm-Leary is Professor of Child Development in the College of Education at San Jose State University in San Jose, California, where she teaches courses in child development, educational psychology, multicultural education, and research. She has worked in evaluating and assisting in the implementation of over 100 dual language education programs covering several states in the US over the past 15 years. Dr. Lindholm-Leary has authored books and articles discussing theory, implementation issues and research results related to dual language education.

Acknowledgements 
Introduction 
Part 1: Social and Theoretical Contexts of Dual Language Education
1 Language Education Programs and Politics
2 Theoretical and Conceptual Foundations for Dual Language Education Programs 
3 Critical Features of Successful Language Education Programs: Design and Implementation Issues 
Part 2: Classroom, Administrative and Familial Contexts in Dual Language Education
4 The Dual Language Education School Characteristics and Data Collection 
5 Teacher Background and Perceptions of Support, Program Planning, Instructional Practices and Efficacy
6 Teacher Talk in Dual Language Education Classrooms
7 Parent Involvement, Attitudes and Satisfaction in Dual Language Education Programs 
Part 3: Student Outcomes in Dual Language Education Programs
8 Student Outcomes: Introduction and Data Collection
9 Student Outcomes: Oral Language Proficiency 
10 Student Outcomes: Academic Language Proficiency: Reading and Language Achievement 
11 Student Outcomes in Reading and Literacy: Standardized Achievement Tests vs. Alternative Assessment 
12 Student Outcomes: Content Area Achievement in Mathematics, Science and Social Studies 
13 Student Outcomes: Attitudes
Part 4: Conclusions and Implications for Language Education Programs
14 Summary and Conclusions
15 Implications 
Appendix
References
Index