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Case Study: Language Loss in a Dual-Language School Javier, a third-grade bilingual student, has started speaking only English at school despite growing up in a Spanish-speaking household. His teachers prioritize English proficiency due to state testing pressures, and his parents worry that he is losing his home language. Javier has also stopped speaking Spanish with his younger siblings. • How does the contrast between additive and subtractive bilingualism explain Javier’s language shift? • What instructional approaches could support Javier in maintaining both languages? • What are the benefits and challenges of implementing additive bilingualism in this school context?

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Case Study: Peer Learning in a Bilingual Classroom
Maria, a recent immigrant from Brazil, speaks Portuguese and struggles with English comprehension. Her teacher believes full English immersion is the best approach, so Maria rarely interacts with bilingual peers. As a result, she is isolated and falling behind academically.

How does sociocultural theory explain why Maria is struggling in this environment?

What scaffolding techniques and peer support structures could a teacher use to support Maria’s learning?

What are the advantages and potential limitations of using sociocultural theory in bilingual classrooms?

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Case Study: Challenging Language Policies in a School District
A school district enforces an English-only policy, preventing students from using their home languages in class. Bilingual educators see this as oppressive and limiting to students’ learning but are afraid to challenge administrators who view English immersion as necessary for success.

How does critical pedagogy explain the power dynamics at play in this situation?

What steps could educators take to advocate for a more inclusive language policy?

What are the strengths and limitations of critical pedagogy in addressing systemic educational policies?

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Case Study: Reinforcing Language Development in a Special Education Classroom
Liam, a multilingual student with autism, struggles with expressive language. His teacher uses a reward system where he earns stickers for responding in English. While Liam is using more English, he often stops speaking when no rewards are available.

How does behaviorism explain Liam’s reliance on external rewards for communication?

How could reinforcement strategies be adjusted to foster intrinsic motivation for language use?

What are the benefits and limitations of behaviorism in bilingual special education?

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Case Study: Learning Through Inquiry in a Bilingual Classroom
A fourth-grade teacher wants students to learn about environmental science through exploration. Instead of lectures, students research local environmental issues, discuss in small groups, and create bilingual presentations. Some parents worry this approach lacks direct instruction.

How does constructivism support this type of student-centered learning?

What strategies could the teacher use to ensure bilingual students benefit from inquiry-based learning?

What are the challenges of using constructivist approaches in structured classroom settings?

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Case Study: Reframing Support for a Bilingual Student with a Disability
Aria, a bilingual student with a speech impairment, is placed in intensive speech therapy to "correct" her pronunciation. Her family believes her speech patterns are a natural part of bilingual development, but school specialists insist on a medicalized approach.

How do the social and medical models of disability frame Aria’s language development differently?

What classroom or school-wide strategies could align with a social model approach?

What are the benefits and limitations of shifting from a medical model to a social model in bilingual special education?

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Case Study: Preserving Heritage Languages
A high school bans students from speaking Spanish in the hallways, claiming it creates social divisions. Bilingual students feel targeted and disconnected from their cultural identity.

How does culturally sustaining pedagogy explain why this policy is problematic?

What initiatives could the school implement to support multilingualism as a cultural asset?

What challenges might arise in implementing culturally sustaining pedagogy in schools with monolingual policies?

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Case Study: Bridging Home and School Knowledge
Maya helps her parents run a small bakery, handling budgeting and customer interactions in Spanish. Her teacher sees her as struggling academically and does not acknowledge these skills as valuable.

How does the Funds of Knowledge framework explain the disconnect between Maya’s home and school experiences?

How could educators integrate Maya’s skills into her classroom learning?

What are the strengths and challenges of applying a Funds of Knowledge approach in schools?

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Case Study: Expressing Identity Through Language and Culture
Julian, a bilingual student, speaks English at school but Spanish at home. He feels pressure to conform to English-only spaces and struggles with self-expression.

How does the Funds of Identity framework explain Julian’s experience?

What classroom practices could help Julian embrace his bilingual identity?

What challenges might arise in creating identity-affirming spaces for multilingual students?

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Case Study: Making Instruction Accessible for Multilingual Learners
Mr. Patel, a middle school bilingual education teacher, notices that some of his students struggle with text-heavy lessons, especially those who are multilingual learners with varying literacy levels in English and their home languages. To address this, he incorporates visual aids, interactive activities, and audio recordings alongside traditional reading assignments. However, standardized tests and district-mandated curricula remain rigidly text-based, making it difficult for students to demonstrate what they know in multiple formats.

How does Universal Design for Learning (UDL) explain why students benefit from multiple modes of instruction and assessment?

What additional strategies could Mr. Patel use to ensure all students can access and engage with the curriculum?

What are the strengths and challenges of implementing UDL in bilingual education, especially in systems that rely heavily on standardized assessments?

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Case Study: Recognizing Student Strengths Beyond Traditional Academics
Rosa, a bilingual student, is a talented oral storyteller who often shares folktales and family histories in Spanish. However, her teacher evaluates literacy solely through written assignments in English, marking her as "struggling" in literacy. Rosa feels disengaged in class and begins to believe she is not a good student, despite her strong linguistic abilities at home.

How does the Community Cultural Wealth Model explain the disconnect between Rosa’s abilities and how her literacy skills are assessed?

What instructional strategies could be used to incorporate Rosa’s strengths into the curriculum?

What are the benefits and challenges of using an asset-based approach like the Community Cultural Wealth Model in bilingual education?

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Case Study: Addressing Racial Disparities in Bilingual Education
Research in a school district reveals that Black bilingual students are disproportionately placed in lower-level English proficiency tracks, often without assessments in their home languages. Teachers advocating for change argue that these placements reflect implicit racial biases rather than true language ability. However, administrators dismiss these concerns, claiming that the placements are "objective" and based on "neutral assessments."

How does Critical Race Theory (CRT) explain the systemic bias affecting Black bilingual students in this scenario?

What steps could educators take to challenge and change the inequitable placement of students?

What are the strengths and challenges of using CRT to advocate for racial equity in bilingual education policies?

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Case Study: Overlapping Barriers for a Multilingual Student with a Disability
Jasmine, an Afro-Latina student with dyslexia, is misidentified as an ESL student rather than receiving special education services.

How does intersectionality explain Jasmine’s experience?

What interventions could ensure students like Jasmine receive appropriate support?

What challenges might arise in addressing intersectional barriers in education?

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Case Study: Expanding Literacy Practices for Bilingual Students
A bilingual teacher incorporates graphic novels, digital storytelling, and podcasts into literacy instruction. However, standardized tests remain text-heavy, making it difficult to assess students' full literacy skills.

How does multiliteracies theory support diverse literacy practices in bilingual education?

What instructional strategies could align multimodal learning with assessment?

What challenges arise in implementing multiliteracies within traditional curricula?

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Case Study: Language and Race in the Classroom
A bilingual student is told his Spanish accent "sounds uneducated" and is advised to "speak more like a native English speaker."

How does raciolinguistics explain linguistic discrimination in schools?

What strategies could educators use to validate diverse linguistic identities?

What challenges might arise in dismantling raciolinguistic biases in education?