Art: “New Money” by Jeena Ann Kidambi Emergent Bilinguals: At-Risk of What? 3 Strategies to Support Emergent Bilinguals Students who speak another language at home and come into our school
Category: Columnists
Graphic courtesy of Multistate Association of Bilingual Education, Northeast. There are three pillars of Dual Language Education (DLE): academic achievement in both languages, biliteracy and bilingualism, and sociocultural competence. Usually,
Art: “The Lottery” by Jeena Ann Kidambi I often talk about how Dual Language Education (DLE) programming is about both language and equity. For some students, DLE programs are in
Several years ago, the two of us worked together as English (Shera) and Spanish (Liz) co-teachers in a dual language program, an arrangement that we refer to as Tandem Teaching.
Art: “Isolation” by Jeena Ann Kidambi In my last article, we talked about the importance of academic achievement as one of the three pillars of Dual Language Education. It is
Art: “Kavalai” by Jeena Ann Kidambi The three pillars of Dual Language Education are high academic achievement, bilingualism and biliteracy, and sociocultural competence. By nature of the program, our focus
Art: “Schule” by Jeena Ann Kidambi Historically in the United States, bilingual education has been inextricably connected to race. This link makes sense since embedded in language is identity, and
Why do you have a Dual Language Education (DLE) Program? Is it because it’s really chic for the well-to-do to learn an additional language other than English? Is it because
“Ve!” me gritó el viento; Con las fuerzas de mil Abuelas, I don’t know If they meant “ve”-go Or “ve”-see; I intend to do both By Guadalupe Mercedes Muñoz Moroyoqui
Dual Language Education provides an opportunity for language-minority students to connect to their linguistic identities by learning their heritage language. Connections to one’s heritage language provide many benefits. For example,