IAP BOOK SERIES

Research in Bilingual Education

Aims and Scope: The Research in Bilingual Education book series provides a platform for established and emerging scholars to explore key issues and new directions in the field through theoretical and empirical scholarship with implications for research, policy, and practice. The series aims to transform research and practice by challenging the inequitable status quo and illustrating the value and possibilities of bilingual education. We invite scholarly contributions with strong interdisciplinary perspectives on all areas of teaching and learning in bilingual education, including but not limited to language education policy and politics, bilingualism and biliteracy, curriculum, classroom practice, pedagogy, and teacher education and development. The series is committed to promoting equity, access, and social justice in bilingual education and to offering accessible research that engages researchers, graduate students, teacher educators, preK-12 practitioners, and policy makers with new and emerging theoretical and pedagogical approaches to bilingual education scholarship and practice in all of their complexities, challenges, and possibilities.

Peer Review Policy: All book proposals submitted to the series will undergo rigorous peer review, based on initial screening by the series editor and anonymous refereeing by at least two expert reviewers. Guidelines for preparing your book proposal can be found here.

Manuscripts: Submission of a manuscript implies commitment to publish in this series. Authors should not simultaneously submit their manuscript elsewhere for publication consideration.

Inquiries: Please direct all inquiries to: Mileidis Gort, University of Colorado, Boulder (mileidis.gort@colorado.edu)

Editorial Advisory Board: María Estela Brisk, Boston College; Ester de Jong, University of Florida; Kathy Escamilla, University of Colorado, Boulder; Ofelia García, City University of New York Graduate Center; Fred Genesee, McGill University; Elizabeth Howard, University of Connecticut; Kate Menken, Queens College, City University of New York; Deb Palmer, University of Colorado, Boulder

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