Dual language bilingual education (DLBE) programs, which teach content knowledge in English and a partner language, have shown promise in attaining academic achievement, bilingualism/biliteracy, and sociocultural competence. Recently, scholars have argued for adding critical consciousness as a foundational goal to challenge the hegemonic…

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible MLs receive TBIP services until they become proficient in English. During the 2022-23 school year, 149,357 students were identified as…

The instructional programs educators design to help English Learner (EL) students work toward English proficiency look different in schools across the United States. This is due in part to the variety of approaches K-12 educators take to important questions such as: Should the program foster bilingualism or focus solely on English? Should ELs…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved…

A project to produce reports on ten effective bilingual education programs is described. The work involved in generating the report series was conducted in four phases: site identification and development of report formats, selection of sites and report writers, visits of writers to the program sites, and review and submission of the reports. The…

This practitioner issue brief outlines successful strategies and recommendations for state-level policymakers, administrators, schools, and districts that are based on a 5-year evaluation study on the learning environment for ELLs in the state of California. This brief offers four critical building blocks that should be in place to effectively…

Authors Gersten and Woodward respond to the criticism by Santiago of their article on structured immersion. (MD)

This evaluation report summarizes results of the Bilingual Language Arts Program (BLAST), Walton High School, Bronx, New York, 1983-1984. BLAST was designed as a transitional program emphasizing student integration into society. The program provided instruction in English as a second language and native language arts, as well as bilingual…

This volume presents ideas for implementing prekindergarten programs in Texas. Published in response to state laws for prekindergarten education, it targets high-risk four-year-olds whose home environment or limited English might impede their success in school. The prekindergarten program stresses language development and developmentally…

Project MAS, in its second year of a three year funding cycle (1983-84), is a multi-site program providing instruction in English as a second language and native language arts, and bilingual instruction in math and science. It serves approximately 400 Spanish speaking students of limited English proficiency, in grades 3 through 8 at four Bronx,…

The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making…

This report describes the impact on the Dade County, Florida, public school system of the 125 Cuban (and some Haitian) refugees arriving in the Mariel exodus. In September 1980 the school system had to absorb 13,000 new refugee students. Preparing for the students included hiring many bilingual teachers, reopening schools that had closed,…

Outlines current bilingual provisions, practices, and programs for the teaching of Gaelic at the preschool, primary, secondary, and higher educational levels of Scotland. Discusses curriculum development, resources and support structures. Classifies government policy toward bilingual education as one of "benevolent neutrality." (NEC)