Challenge the mindsets of us “english only” mindsets

Include MLs in every subject, not just ESL

Advocate for high-quality programs in ALL communities

Can be difficult to develop programs for students who speak languages other than English and Spanish because there are fewer teachers knowledgeable on these languages and materials are in short supply.

Is difficult to value both languages equally, as the United States is inherently (although not explicitly stated) an English dominant country.

Cognitive benefits (improved executive function, problem-solving skills).

Academic achievement and long-term outcomes.

Language development in both English and partner language (Spanish, Mandarin).

Cultural identity development and pride in heritage.

Page 106: "As a rule of thumb, ‘to be considered a two-way program, no less than one third and no more than two thirds of the student population should be monolingual or dominant in either English or the partner language at the time of enrollment’” (Wright, 2019).

Page 107: "We find two prototypical two-way models of dual language bilingual education: the 50/50 model and the 90/10 model, referring to the percentage of time allocated to each language for instructional purposes. Thus, in the 50/50 model, 50% of the instruction is in the home language of the ELLs and 50% is in English (Figure 5.3). In the 90/10 model, 90% of instruction is in the home language of the ELLs for the first few years and 10% is in English" (Wright, 2019)

Trends in multilingual education in the U.S.

The growing demand for dual language immersion in middle class communities.

The role of technology and online resources in supporting bilingual instruction.

Not all students have equal acess to "DLBE" programs.

Two-way programs sometimes favor english dominate families, leaving out ELLs.

Schools need to listen to parents and make sure all voices are included in program planning!

Studies show DLBE is most effective when supported long term, at least 5-6 years.