ABSTRACT

This chapter highlights the few English learners who showed remarkable progress to boost morale, but deep down we knew it was going to take a change in practice. Teachers report that the school's focus on literacy and home reading programs has contributed to achievement gains and has generated an urgency for all families to engage in this culture of improving literacy. Increased professional learning time has fostered collaboration and peer review. With direct instruction in two languages and attention to the development of academic language in the content areas, we predict that English learners in the dual language program will surpass their counterparts at neighboring elementary schools who are in mainstream English classes. Finally, Quantitative and qualitative data, paired with video archives of students using language and documenting their actions that lead to global competency, are rich sources of data.