ABSTRACT
This chapter provides a brief overview of the research on dual language bilingual education (DLBE) program models and argues that what has been missing in the theoretical frameworks and empirical research on DLBE is focused attention to the quality of instruction in two languages in DLBE programs. We posit that quality of instruction issues must include the creation of a biliterate pedagogy that goes beyond teaching two languages. It must intentionally connect language environments and provide explicit opportunities for students to make cross-language connections. Biliterate pedagogies must include content teaching that is anti-racist and addresses issues of language status and xenophobia. The chapter includes examples of quality of instruction issues that have been researched in the field as well as those that are still in need of research. We propose several frameworks for biliterate pedagogy and explain our vision for centering anti-racism in these frameworks.
