ABSTRACT
This chapter explores more details related to units of study, literacy components, and the daily schedule. World-class Instructional Design and Assessment (WIDA) standards power our academic language objectives for English Language Learners. As the chapter researched the foundational beliefs surrounding language acquisition and successful curriculum for dual language programs, chapter drawn to the conclusion that whatever framework it adopted it needed to be an integrated, transdisciplinary approach that reinforces first and second language learning across the content areas. And when the chapter supports a balanced reading program, the chapter perpetuates a culture of literacy that is in sync with a constructivist approach to learning and focuses on the building of meaning. In addition to the general goals outlined at the beginning of this chapter, it is imperative to define the expectations for language use, classroom environment, cross-language connections, and the implications these expectations may have on the culture of the school.
