"In 2018, we find ourselves at a point in the history of the Chinese language teaching profession in the United States where 90% of students studying the language and culture in the PreK-16+ academic pipeline are doing so at the pre-collegiate level - and over 45% in K-12 programs. The urgency of designing better immersion programs in those primary and secondary schools is of paramount importance. Dr. Lu is to be highly commended for providing both a macro-analysis of the American language education theoretical and empirical context wherein programs such as Pacific Elementary School have been established, and a micro-level examination of how such a program may be better understood and enhanced. For program administrators to front-line teachers, and for literacy scholars to language policy advocates, this is a book of great insights and a source of true inspiration. I recommend it to the potential reader with great enthusiasm and appreciation." (Scott McGinnis, Senior Academic Advisor & Professor of Chinese, Defense Language Institute, US) "Interest in Dual Language Immersion programs is growing rapidly throughout the United States and in an expanding number of languages, including Mandarin Chinese. Dr.

Chan Lü's book is one of the first to address the specific challenges of teaching and learning Mandarin Chinese in an early language setting with few, if any, native/heritage language speakers of Chinese. Her study addresses the major issue of developing literacy skills in two languages with very different writing systems in the context of a language immersion program teaching language through content instruction. In Seattle Public Schools we are using her timely and practical recommendations as guidelines for improving the quality and literacy outcomes of our K-12 Mandarin Dual Language Immersion programs." (Michele Anciaux Aoki, International Education Administrator, Seattle Public Schools, USA) "In this compelling and deeply researched volume, Chan Lü describes and investigates the complexities surrounding bi-literacy development in English and Chinese. Employing a case-study approach, Lü's chapters supply a support structure to guide the reader through the issues impacting bi-literacy development in languages employing strikingly different writing systems. This is a volume that all stakeholders in Chinese literacy and second language/immersion education will want close at hand." (Michael E. Everson, Emeritus Associate Professor of Foreign Language Education, University of Iowa, USA) "For program administrators to front-line teachers, and for literacy scholars to language policy advocates, this is a book of great insights and a source of true inspiration.

" (Scott McGinnis, Senior Academic Advisor & Professor of Chinese, Defense Language Institute, US) "Chan Lü's book is one of the first to address the specific challenges of teaching and learning Mandarin Chinese in an early language setting with few, if any, native/heritage language speakers of Chinese. Timely and practical recommendations for improving the quality and literacy outcomes of K-12 Mandarin Dual Language Immersion programs." (Michele Anciaux Aoki, International Education Administrator, Seattle Public Schools, USA).