ABSTRACT
This chapter offers a vivid pedagogical vision to illustrate the teachers’ dual-language bilingual education (DLBE) pedagogy. The literature in the field of DLBE program models is growing; limited knowledge is available about the Spanish literacy and/or biliteracy practices and the literacy ideologies that inform these practices in a bilingual context. Teachers in DLBE classrooms often believe in the teaching of Spanish literacy but often overemphasize the English literacy because of policy and assessment concerns. The chapter also offers a brief review of the literacy ideologies that influence bilingual educators’ instruction. Teachers in dual-language bilingual classrooms often believe in the teaching of Spanish literacy methods but frequently overemphasize English literacy methods because of policy and assessment concerns. The teachers practiced functional and progressive literacy by integrating oral production and literacy understanding in student-centered spaces. Progressive literacy is student centered and allows discourse that respects the students’ voices and cultures through the use of a variety of texts.
