ABSTRACT
Educators in the United States who want to promote bilingualism face many challenges including English-focused legislation on the federal and state level and widespread confusion, conflict, and controversy about bilingual education. Not only have anti-bilingual education initiatives passed in California, Arizona, and Massachusetts but also the current federal educational policy-the No Child Left Behind Act (NCLB)—ignores the value of bilingualism and bilingual education and instead focuses on English language acquisition. Despite this focus on English, we argue that School District language policy and empowered educators, should and can promote bilingualism. Our focus is on the power of administrators, teachers, and action-oriented researchers working collaboratively to develop research-based, pedagogically sound, and contextually appropriate language policies and programs for bilingual learners.
