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 (email@example.com)
Editorial Assistant: Astrid Sambolin Morales, University of Colorado, Boulder
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; Luis Moll, University of Arizona; Deb Palmer, University of Colorado, Boulder
- Caribbean Discourse in Inclusive Education
- Chinese American Educational Research and Development Association Book Series
- Contemporary Language Education
- Contemporary Perspectives on Multicultural Gifted Education
- Current Perspectives on Confucianism, Taoism, Buddhism, and Education
- Early Childhood Education Assembly
- Hispanics in Education and Administration
- Issues in the Research, Theory, Policy, and Practice of Urban Education
- Literacy, Language and Learning
- Research in Multicultural Education and International Perspectives
- Research in Second Language Learning
- Research on African American Education
- Research on Education in Africa, the Caribbean, and the Middle East
- Research on the Education of Asian Pacific Americans
- Teaching<~>Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights
- The Hispanic Population in the United States