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Guiding Principles for Dual Language Education GUIDING GUIDING PRINCIPLES FOR DUAL LANGUAGE EDUCATION The third edition of Guiding Principles for Dual Language Education has been updated by a broad range of experts to reflect new knowledge, GUIDING practices, and policies in the arena of dual language education. Designed for educators, researchers, policymakers, and all who are interested in effective dual language education, the new edition of PRINCIPLES FOR this widely used resource includes enhancements to the principles that reflect learning from research and practice, updated literature reviews, and revised templates for program self-evaluation. DUAL LANGUAGE EDUCATION In the age of “self-help” and “how-to” The third edition of Guiding The revised Guiding Principles resources, Guiding Principles for Principles for Dual Language for Dual Language Education third EDITION Dual Language Education should be Education is must reading provides a vital roadmap for the obra principal for dual language for anyone interested in dual new program implementation educators. Including detailed language education. It provides as well as a refinement tool for information about how to begin, a comprehensive and accessible established programs. The clear refine, expand, and evaluate dual discussion of current thinking and concise format of the third language programs utilizing 21st about dual language teaching edition highlights the most recent century theories and research, this and learning based on up-to- research and presents the “why” comprehensive text is also practical date reviews of relevant research of crucial language development thiRD EDITION and concrete. It can help dual along with professional insights practices. This guide will help language educators make informed and experiences accumulated in educators create an inclusive and decisions about how to build the 10 years since the last edition. engaging learning environment and implement the kind of dual Guiding Principles provides that has the potential to close the language programs we covet for our practical guidance on what it takes achievement gap and promote high children and grandchildren. to implement effective programs academic success for all learners. that enhance all students’ bilingual, academic, and sociocultural competencies. KATHY ESCAMILLA, FRED GENESEE, MCGILL NICOLETTE GRANT, PRE-K–5 UNIVERSITY OF COLORADO UNIVERSITY, MONTREAL, LEARNING AND TEACHING, BOULDER QUEBEC CHARLOTTE, NC Elizabeth R. Howard • Kathryn J. Lindholm-Leary • David Rogers • Natalie Olague José Medina • Barbara Kennedy • Julie Sugarman • Donna Christian GDP COVER OK.indd 1 8/02/18 5:07 p.m. GUIDING PRINCIPLES FOR DUAL LANGUAGE EDUCATION third EDITION Elizabeth R. Howard • Kathryn J. Lindholm-Leary • David Rogers • Natalie Olague José Medina • Barbara Kennedy • Julie Sugarman • Donna Christian GDP INSIDE OK-Nov1.indd 1 12/03/18 1:17 p.m. Guiding Principles for Dual Language Education (3rd edition) The third edition of this volume is a joint publication of the Center for Applied Linguistics, Dual Language Education of New Mexico, and Santillana USA. Recommended reference citation: Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding Principles for Dual Language Education (3rd ed.). Washington, DC: Center for Applied Linguistics. © 2018 Center for Applied Linguistics. All rights reserved. With the exception of Appendix A and Appendix B, no part of this book may be reproduced, in any form or by any means, without permission in writing from the copyright holder. All inquiries should be addressed to [email protected] or to Permissions, Center for Applied Linguistics, 4646 40th Street NW, Washington, DC 20016. ISBN: 978-0-87281-130-0 Development of this edition of Guiding Principles for Dual Language Education was funded by the Center for Applied Linguistics with additional support from Dual Language Education of New Mexico. Design, layout, and production were provided by Santillana USA. The first edition of this publication was developed with funding to the Center for Applied Linguistics from the U.S. Department of Education (ED) via subcontract from the National Clearinghouse for English Language Acquisition (NCELA) at The George Washington University in Washington, DC. The contents do not necessarily represent the positions or policies of NCELA or ED, and no endorsement by the federal government should be assumed. Printed by Thomson-Shore Inc. 20 19 18 2 3 4 5 6 7 8 9 2 GUIDING PRINCIPLES FOR DUAL LANGUAGE EDUCATION GDP INSIDE OK-Nov1.indd 2 12/03/18 1:17 p.m. Table of Contents Foreword v Acknowledgments vii Introduction 1 Strand 1: Program Structure 9 Strand 2: Curriculum 31 Strand 3: Instruction 45 Strand 4: Assessment and Accountability 71 Strand 5: Staff Quality and Professional Development 89 Strand 6: Family and Community 105 Strand 7: Support and Resources 121 Appendix A: Templates for Self-Evaluation 132 Appendix B: Guiding Principles at a Glance 147 About the Authors 149 About the Co-Publishers 151 GDP INSIDE OK-Nov1.indd 3 12/03/18 1:17 p.m. GDP INSIDE OK-Nov1.indd 4 12/03/18 1:17 p.m. Foreword or decades, educators have been seeking to unlock the power of dual language education to promote student success. With new research demonstrating the benefits of this powerful and effective F instructional approach, an increasing number of schools (public, private, and charter) are now successfully applying the three pillars of dual language education: bilingualism and biliteracy, academic achievement, and cross-cultural understanding for all students. In this atmosphere of renewed national and international interest, the Center for Applied Linguistics, Dual Language Education of New Mexico, and Santillana USA are pleased to present the third edition of the widely used Guiding Principles for Dual Language Education. In creating this new and enhanced edition, we are grateful to have contributions and input from the original authors, from current leaders in the field, and from experienced practitioners. Incorporating learning from new research and weaving in best practices used by successful programs, the new edition offers new and updated principles, updated literature reviews, and an easy-to-use format. I feel confident that Guiding Principles for Dual Language Education will continue to serve as a valuable resource for educators at all levels who seek to implement or improve dual language programs for their students. For the Center for Applied Linguistics, this volume represents both our strong legacy of support for dual language education and our enduring commitment to language and culture as assets to be valued and cultivated. For me, professionally and personally, the publication of this new edition marks an important milestone in my lifelong journey of support for civil rights and for access and equity for all students. It is my hope that you will find this work enlightening and useful on your journey as well. Saludos cordiales, M. Beatriz Arias, PhD Center for Applied Linguistics Professor Emerita, Arizona State University FOREWORD v GDP INSIDE OK-Nov1.indd 5 12/03/18 1:17 p.m. GDP INSIDE OK-Nov1.indd 6 12/03/18 1:17 p.m. Acknowledgments From the Authors any individuals contributed to the development of this edition of Guiding Principles for Dual Language Education. First and foremost, the authors thank the members of the advisory panel, who M helped to define the scope and content of the revisions, provided feedback on early drafts of new and revised principles and key points, and read and provided feedback on the complete revised draft. It was a privilege to work with this distinguished panel of dual language researchers, practitioners, and advocates. Michele Anberg-Espinosa, San Francisco Unified School District, CA M. Beatriz Arias, Center for Applied Linguistics, Washington, DC Ester de Jong, University of Florida, Gainesville Erika Feinauer, Brigham Young University, Provo, UT Phyllis Hardy, Massachusetts Association for Bilingual Education Elena Izquierdo, University of Texas at El Paso Susana Ibarra Johnson, Independent Consultant, Albuquerque, NM Anne Kim, Los Angeles Unified School District, CA Wilma Valero, Elgin School District U-46, IL We also thank the two external reviewers who provided valuable feedback on the first complete draft of the manuscript: Carla B. Herrera, Two-Way Immersion and Biliteracy Educator Specialist, Cerritos, CA Julie Nora, Director, International Charter School, Pawtucket, RI We are indebted to everyone involved in the development of the previous editions of Guiding Principles for Dual Language Education as well as to the creators of the New Mexico Dual Language Standards, which provided a strong point of departure for the original Guiding Principles document. We extend a special thanks to Dual Language Education of New Mexico (DLeNM) and its executive director, David Rogers, who helped to support the participation in this project of some of the authors and advisors, and who very generously provided meeting time and space at the 2016 La Cosecha conference for the authors and advisory panel to further the work of this document. We also extend our thanks to Rosa Molina, executive director of the Association of Two-Way and Dual Language Education, who participated in our meeting at La Cosecha and provided valuable input to our discussions. ACKNOWLEDGMENTS vii GDP INSIDE OK-Nov1.indd 7 12/03/18 1:17 p.m. Finally, we thank the Center for Applied Linguistics for their financial support of this project and for coordinating the process from beginning to end. In particular, we’d like to thank Terry Wiley, Beatriz Arias, Susan Gilson, and Sophia Birdas for their support and guidance. We extend a special thanks to Jeannie Rennie for her strong organizational and communication skills, careful editing, and gentle yet determined persistence to keep the project moving forward according to the established timeline. From the Center for Applied Linguistics (CAL) The publication of the third edition of Guiding Principles for Dual Language Education represents a collaboration among many individuals and organizations. CAL extends its deepest gratitude to the authors for their dedication, professionalism, and hard work.
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