SUMMARY
Explains why and demonstrates how schools that serve bilingual communities can promote English language development, academic achievement, AND expertise in other languages. After a solid review of the fields of bilingual education, English as a second language (ESL), world/foreign language education, and language policy and planning, Freeman offers an ethnographic account of bilingualism and education in the Puerto Rican community in Philadelphia. This account shows how individual teachers and teams of educators have organized tbeir policies, programs and practices to promote bilingualism through schooling on the local school and school district levels. The book concludes by outlining how educators working in other contexts can develop language policies, programs, and practices that address the needs of the students and communities they serve.

CONTENTS
Foreword: By Jim Cummins
Part One: Promoting multilingualism in the United States
1. Why U.S. schools should promote multilingualism 2. Developing school language policies that promote multilingualism. 3. Reviewing the research on language education programs. 4. Language planning for educational and social change.

Part Two: Exploring language ideologies in North Philadelphia
5. Spanish and English in two students’ lives. 6. Language and identity in the Puerto Rican community. 7. Understanding language ideologies: A basis for action.

Part Three: Translating polices and programs into practice
8. Promoting academic literacy development in English. 9. Providing initial literacy instruction in Spanish. 10. Elevating the status of Spanish and Spanish speakers.

Part Four: Dual language planning for social change
11. Language planning and policy making in Philadelphia. 12. Initiating two-way immersion programs. 13. Addressing the challenges of implementation. 14. Promoting community languages at school. 15. Developing enriched language education programs in other contexts.