This advanced doctoral seminar introduces doctoral students to key theories and empirical research on bilingual and biliterate development in school age children (preK ' 12). Participants will explore sociolinguistic, sociocultural, and psycholinguistic perspectives of the language and literacy development of children growing up with two or more languages, and critically examine how varying educational contexts and policies impact the schooling experiences of bilingual learners from early childhood to late adolescence. Recommended Restriction: Doctoral students only.
