Dual Language Education Challenges & Opportunities

Anyone who has taught in a dual language program knows the struggle of fitting in sufficient instruction in each content area in both languages while complying with the state requirements. With most standardized reading tests only given in English, it is tempting to devote more time to reading instruction in English, while setting aside writing instruction in either language. However, by not teaching and assessing writing in a holistic manner, we are denying our students the opportunity to use their full set of language skills to construct meaning and demonstrate their knowledge and thinking (Ramos and Musanti, 2021). Writing is

Current federal policy says schools are protected areas from immigration enforcement. That may soon change.

https://vimeo.com/1029576804/4ce06ebe89?share=copy Ensuring d/Deaf children become bilingual in sign language and English should be a key priority for policymakers and teachers because this plays an important role in their education, a new study says. Curriculum and

In 2021, California launched a significant change to its early education system, aiming to offer universal pre-K to every 4-year-old by the 2025–26

Imagine stepping into a new school where everything feels unfamiliar—new language, new faces, new rules. For many newcomer students—immigrants or refugees

Por Michelle Trauring, traducción de Hope HamiltonPiensas en un aula media. Los estudiantes se reúnen alrededor de escritorios y mesas, en clicas y grupos, a menudo agrupado por género, raza, intereses extracurriculares, incluso sentido para la moda

Communication is the bridge that connects us all. Whether it’s through spoken words, written text o

Hearing anyone discuss nonnative English speakers as if they lack something switches on Jacelyn Smallwood Ramos’s advocacy instinct. “They’re not a problem to be solved,” says Smallwood Ramos, an assistant English professor at the University of Puerto Rico in Bayamón. “Students must know that their native language fluency has been valuable from the start and will be valuable to their future. With any other material, we start and build on what is already there. It reminds me of the work of Richard Ruiz.1 He said we approach language historically as a problem, when it can also be seen as a

It’s the first quarter of the academic year, and schools have just received the results of the district’s initial round of interim achievement tests. With programmatic, classroom, and individual student decisions to be made, grade-level, department, and leadership teams convene to dive into the data. Teachers notice that several multilingual learners’ scores on these measures are not reflective of those on their state achievement tests. Digging deeper, they realize that the interim tests and the annual state tests serve distinct purposes and have different measurement scales. While the interim tests provide baseline data for determining student growth over the year,

The policy is seen as groundbreaking, but many districts have yet to follow it. A new bill would change that.

As the benefits of bilingualism and biliteracy become increasingly recognized, the demand for high-quality dual language (DL) and biliteracy programs has increased significantly (Howard et al., 2018). These programs, designed to cultivate bilingualism, biliteracy, and sociocultural competence, hold the promise of fostering academic success for all students, but most importantly, they can be a determining factor for an equitable and successful academic experience for students from historically underserved linguistic backgrounds (Thomas and Collier, 2012). However, a critical challenge threatens the success of DL programs nationwide: a pervasive shortage of highly qualified DL and biliteracy educators (Rutherford-Quach et al., 2021). This

An English-only mandate for ELs has been reversed after 18 years, but progress has been uneven.

Government urged to drop emphasis on synthetic phonics in English schools as not backed up by latest evidence

Goodall and Shelley: Five best practices for managing—and celebrating—cultural and linguistic diversity in ways that enhance learning.

Leer en español aquí George Lee, a third grade teacher at Camino Nuevo Charter Academy, speaks with the confident enthusiasm of someone who is where he belongs.  “I’m teaching in a neighborhood that I grew up in,” said Lee. “I’m really a part of this community, like, I have more of an obligation a

Contact: Kelly Craine, 254-297-9065Follow us: @BaylorUMedia on X and LinkedInNovember is Family Literacy Month, which shines a spotlight on the essential role of family engagement in fostering a love for reading and learning.

Meet Annie Connor. First thing in the morning, Ms. Annie co-teaches an Algebra class of both English learners (ELs) and non-ELs, all dressed in pajamas

Ofelia García; Professor Emerita in Urban Education and Latin American, Iberian, and Latino Cultures at the City University of New York (CUNY); shared the benefits of translanguaging pedagogies as the keynote speaker at the latest event part of the Linguistic Diversity Speaker Series, developed by Goodnight Distinguished Professor in Educational Equity Maria Coady.

As falsehoods circulate about Haitian residents of Springfield, Ohio, schools can help immigrant students feel safe and welcome.

In Frederick County, Maryland, test scores rose, achievement gaps shrank and even veteran educators slowly embraced the decidedly not-faddish fix.

As ever, an influx of diverse learners is entering the K–12 system, and the urgency of strengthening equity in education for culturally and linguistically diverse learners cannot be overstated. It is not a “nice to have” approach but a necessity for our educational systems. Equity in education means that each student is afforded the resources and opportunities unique to their needs and necessary for their success while tapping into their rich cultural and linguistic attributes. For culturally and linguistically diverse students, this involves habitually elevating and weaving in their languages and cultures throughout their educational journeys. Schools strategically adopt structures

More and more kids entering schools across Colorado speak languages other than English. Dr. Rosemarie Allen shares ways to help break language barriers with students.

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Incorporating students’ native languages into classroom instruction enriches their metalinguistic awareness, enhances their understanding of academic content, and strengthens their self-esteem.

You just finished a mini-lesson in your Spanish immersion classroom about writing personal narratives. After class and partner brainstorming, most students have selected a topic and are ready to write, but Jake goes to his table, looks at the blank page in his notebook, and with a crumpled brow begins to scribble frantically across the page. You know Jake struggles to see himself as a writer and does not believe he has anything to write about. You are anxious to coach him to use a new strategy you learned during training last week. You go to sit down next to

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