Includes bibliographical references and indexes.

Chapter 1: Why Bilingual Education? -- Early Forms of Bilingual Education -- The Reemergence of Bilingual Education -- Then and Now

Chapter 2: What does Bilingual Education Look Like? -- Varieties of Bilingual Education Approaches in Elementary School Settings -- Varieties of Bilingual Education Approaches in Secondary School Settings -- Does Bilingual Education Work? -- Bilingual Education and Native Language Maintenance -- How do Bilingual Classes Really Function

Chapter 3: Bilingual Education as a Schoolwide Concern -- Effective Bilingual Schools -- Bilingual Education in School Communities

Chapter 4: A Theoretical Framework for Learning and Language -- Acquisition in Bilingual Education Settings -- Some Basic Ideas -- Toward a different Vision of Language Acquisition and Learning -- Guiding Principles

Chapter 5: Bilingual Education in Elementary School Settings -- Bilingual Kindergarten -- First Grade / Two-Way Bilingual Program -- Second / Third Grade Combination Bilingual -- Third Grade / Transitional Bilingual Class -- Fourth / Fifth Grade Bilingual class -- Fourth Grade Bilingual Class -- Fifth Grade Class with Significant Numbers of ESL Learners -- ESL Resource Room, Grades 1-6

Chapter 6: Bilingual Education in Secondary School Settings -- Framing the Context -- Bilingual Program Options -- Bilingual Seventh Grade Class -- High School Bilingual Social Studies Class -- High School Sheltered Science Class -- High School Sheltered Language Arts Class

Chapter 7: Caring about Bilingual Education -- Caring as Empathy -- Caring as Receiving -- Caring as Compassion -- Caring with a Critical Eye -- A Poem for Readers

"This text, by two leaders in the field of bilingual education, takes an approach unseen in other bilingual education texts: its basis is a social, rather than psychological, theory of language and learning. Bilingual Education focuses teachers toward the goal of building school communities. Faltis and Hudelson believe that no longer should bilingual education be considered only as a separate program, but rather as an integral part of school communities that all personnel should be involved in and responsible for. This distinguishes this text from others that have been more program-oriented. Faltis and Hudelson help pre-service teachers better understand bilingual education and prepare them to make sound decisions once they are in classroom settings by showing them what really goes on in bilingual classrooms. Numerous case studies and vignettes offer glimpses inside good bilingual education classrooms that are taken from authentic experiences from Faltis and Hudelson's own work in both elementary and secondary schools. It is their belief that pre-service students will learn best by having models of good bilingual classrooms presented to them." (Publisher's Website)