Abstract
The histories of language policies and literacy policies have several parallels and places of intersection in the United States. From movements focused on assimilation and immersion to the emergence of an asset-based vision of bilingual education, approaches to instruction for students whose native language is not English reflect political and philosophical shifts in the understanding of language and culture over time. Moreover, the speed and degree to which students develop literacy in the language of instruction has always been directly related to academic success. This chapter examines themes of remediation, opportunities to learn, and the impact of teachers’ knowledge, skills, and dispositions as it examines the integrated histories of language and literacy policies from the 1960s to the present.KeywordsBilingual educationMulticulturalMultilingualBiliteracyCulturally relevant
Published Version
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