BakerS. (2003). Anglo-American anglophone bilingual teachers and teaching the “other”: A look at the linkages between teacher discourses, teacher backgrounds, and teacher practice (Unpublished doctoral dissertation). Stanford University, Palo Alto, CA.
3.
BakerS., de LeónE., PhelpsP., MartinM., & SuarezC. (2009). Education of the community, by the community, and for the community: The Language Academy of Sacramento. In WongP. & GlassR. (Eds.), Prioritizing urban children, teachers, and schools through professional development schools (pp. 87–103). New York: SUNY Press.
4.
Berta-ÁvilaM. I. (2004). Critical Xicana/Xicano educators: Is it enough to be a person of color?High School Journal, 87(4), 66–79.
Blum MartínezR., & Flores DueñasL. (2010). Countercurrents: State and national education policy in New Mexico. In SandovalE., Blum MartínezR., & AndrewsI. (Eds.), Espacios para la preparación docente: Desafíos y posibilidades/A place for Teacher Education: Challenges and possibilities. pp 59–78. Mexico DF: Universidad Pedagógica Nacional.
7.
Cadiero-KaplanK., & RodríguezJ. L. (2008, July 1). The preparation of highly qualified teachers for English language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 48(3), 372–387.
8.
CahnmannM., & VargheseM. (2005). Critical advocacy and bilingual education in the United States. Linguistics & Education, 16(1), 59–73.
9.
CamarotaS. (2007). Immigrants in the United States 2007. A Profile of America's Foreign-born Population. Retrieved April 10, 2010, from http://www.cis.org/articles/2007/back1007.pdf
10.
CarrierK. A., & CohenJ. A. (2003). Personal and professional success in a bilingual teacher training project. NABE Journal of Research and Practice, 1(1).
11.
Center for Applied Linguistics. (2006). Directory of foreign language immersion programs in U.S. schools. Retrieved August 9, 2009, from http://www.cal.org/resources/immersion/. Directory of two-way bilingual immersion programs in the U.S.
12.
Center for Immigration Studies. Retrieved August 12, 2009, from http://www.cis.org/
13.
ClarkE., & FloresB. (2001). Who am I? The social construction of ethnic identity and self-perceptions in Latino preservice teachers. The Urban Review, 33(2), 69–86.
14.
Commission on Teacher Credentialing. (1979). Memorandum: Statewide assessment for bilingual certificate of competence. Sacramento, CA: Author.
15.
Commission on Teacher Credentialing. (2004). Agenda item 5B: Information: Bilingual education certification: Policy considerations and questions for discussion. Sacramento, CA: Author.
CrawfordJ. (2004). Bilingual education: History, politics, theory and practice. Los Angeles, CA: Bilingual Education Services.
18.
CumminsJ. (2001b). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
19.
de JongE. J., & HowardE. (2009). Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81–99.
20.
EscamillaK. (2000). Teaching literacy in Spanish. In TinajeroJ. M. & DevillarR. A. (Eds.), The power of two languages 2000: Effective dual-language use across the curriculum. New York: McGraw Hill.
21.
EscamillaK., ShannonS., CarlosS., & GarcíaJ. (2003). Breaking the code: Colorado's defeat of the anti-bilingual education initiative (Amendment 31). Bilingual Research Journal, 27(3), 357–382.
22.
FillmoreL. W. & SnowC. E. (2002). What teachers need to know about language. In AdgerC. T., SnowC. E., & ChristianD. (Eds.), What teachers need to know about language (pp. 7–54). Washington, DC, and McHenry, IL: Center for Applied Linguistics and Delta Systems.
23.
FloresB. B., ClarkE. R., GuerraN. S., SanchezS. V. (2008). Acculturation among Latino bilingual education teacher candidates: Implications for teacher preparation institutions. Journal of Latinos & Education, 7(4), 288–304.
24.
GándaraP. (1997). Review of research on the instruction of limited English proficient students: A report to the California Legislature. Davis, CA: University of California Linguistic Minority Research Institute.
25.
GándaraP., Maxwell-JollyJ., & DriscollA. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: Center for the Future of Teaching and Learning.
26.
GibbonsP. (2009). English learners: Academic literacy and thinking. Portsmouth, NH: Heineman.
27.
GuerreroM. D. (1999). “Spanish academic language proficiency of bilingual education teachers: Is there equity?” Equity & Excellence in Education, 32(1), 56–63.
28.
GuerreroM. D., & GuerreroM. C. (2008). El (sub)desarrollo del español académico entre los maestros bilingües: ¿Una cuestión de poder?Journal of Latinos and Education, 8(1), 55–66.
29.
HarleyB., AllenP., CumminsJ., & SwainM. (1990). The development of second language proficiency. Cambridge, UK: Cambridge University Press.
30.
Hernández-ZudellE. P. (2007). Language attitudes and perceptions of New Mexican students in a dual language immersion program (Doctoral dissertation). University of New Mexico, Albuquerque, NM.
31.
Hernández-ZudellE. P, Takahashi-BreinesH., & Blum MartínezR. (2003). “Spanish in my blood”: Children's Spanish language development in dual language immersion programs. In RocaA. & ColombiC. (Eds.), Mi lengua: Spanish as a heritage language in the United States pp123–153. Washington, DC: Georgetown University Press.
32.
HornbergerN. H. (1989). Continua of biliteracy. Review of Educational Research, 5(3), 271–296.
33.
HornbergerN. H. (1990). Creating successful learning contexts for bilingual literacy. Teachers College Record, 92(2), 213–229.
34.
HornbergerN. H. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. Bilingual Education and Bilingualism, 7(2-3), 155–171.
35.
JonesE., YoungR., & RodríguezJ., (1999). Identity and career choice among Mexican American and Euro-American preservice bilingual teachers. Hispanic Journal of Behavioral Sciences, 21(4), 431–446.
MaherF. A., & TetreaultM. K. (1994). The feminist classroom. New York: Basic Books.
38.
MarxS. (2004). “Regarding whiteness: Exploring and intervening in the effects of white racism in teacher education.” Equity & Excellence in Education, 37(1), 31–43.
39.
MerinoB. (2007). Identifying critical competencies for teachers of English learners. UCLMRI Newsletter, 16(4), 1–8.
40.
MontanoT., UlanoffS., Quintanar-SarellanaR., & AokiL. (2005). The DEbilingualization of California's prospective bilingual teachers. Social Justice, 32(3), 103–121.
41.
New Mexico Legislative Finance Committee. (2004). Audit of bilingual multicultural education program. Hearing held January 19, 2004.New Mexico Legislative Session, Santa Fe, NM.
Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. (2008). Biennial report to Congress on the implementation of the Title III State Formula Grant Program, school years 2004–06. Washington, DC: Author.
44.
OvandoC., CombsM. C. & CollierV. (2006). Bilingual and ESL Classrooms. Teaching in Multicultural Contexts. NY, NY: McGraw-Hill
45.
ParrishT. B., PerezM., MerickelA. M, LinquantiR., SociasM., … DelanceyD. (2006). Effects of the implementation of proposition 227 on the education of English learners, K–12: Findings from a five-year evaluation. Washington, DC: The American Institutes for Research.
46.
PeytonJ., RanardD., & McGinnisS. (2001). Heritage languages in America: Preserving a national resource. Washington, DC: Center for Applied Linguistics.
47.
PérezB. (Ed.). (2004). Sociocultural contexts of langauge and literacy (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
PotowskiK. (2007). Language and identity in a dual immersion school. Clevedon, UK: Multilingual Matters.
51.
RamirezJ. D., YuenS. D., RameyD. R., & PastaD. J. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language minority children (Vols. I & II). San Mateo, CA: Aguirre International.
52.
Sharken TaboadaD., & Kerper MoraJ. (2009). It's time to revisit approaches to Spanish literacy instruction. Paper presented at the National CABE Two-way Bilingual Immersion Conference, Monterey, CA.
53.
Skuttnab-KangasT. (1995). Multilingualism and the Education of Minority Children. In Policy and Practice in Bilingual Education: A Reader Extending the Foundations. (Colin Baker & Ofelia Garcia (Eds). Multlingual Matters: Clevedon.
54.
Skutnabb-KangasT. (2001). The globalisation of (educational) language rights. International Review of Education, 47(3/4), 201–219.
55.
TatumB. (2003) “Why are all the Black kids sitting together in the cafeteria?” and other conversations about race. New York: Basic Books.
56.
TaylorL. (2008). Of mother tongues and other tongues: The stakes of linguistically inclusive pedagogy in minority contexts. The Canadian Modern Language Review/La Revue canadienne des langues viventes, 65(1) 89–123.
ThomasW. P., & CollierV. P. (1997) A national study of school effectiveness for language minority students’ long-term academic achievement.Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California, Santa Cruz.
59.
ValdésG. (1989). Testing bilingual proficiency for specialized occupations: Issues and implications. In GiffordB. R. (Ed.), Test policy and test performance: Education, language and culture. Boston, MA: Kluwer Academic Publishers.
60.
ValdésG. (1997). Dual language immersion programs: A cautionary note concerning the education of language minority students. Harvard Educational Review, 67(3), 391–429.
61.
ValdésG., & HannumT. (1989). The four skills test. Santa Fe, NM: New Mexico Department of Education.
62.
VargheseM., & StritikusT. (2005) Nadie me dijo [Nobody told me]: Language policy negotiation and implications for Teacher Education. Journal of Teacher Education, 56(1) 73–87.
63.
WilliamsT., PerryM., OregonI., BrazilN., HakutaK., HaertelE., … LevinJ. (2007). Similar English learner students, different results: Why do some schools do better? A follow-up analysis based upon a large-scale survey of California elementary schools serving high proportions of low-income and EL students: Report of findings. Mountain View, CA: EdSource.
64.
WongP., MuraiH., Berta-ÁvilaM., William-WhiteL., BakerS., ArellanoA., & EchandíaA. (2007). The M/M Center: Meeting the demand for multicultural, multilingual teacher preparation. Teacher Education Quarterly, 34(4), 9–25.