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
Category: School Talk
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
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,
Translanguaging is a relatively new term that has gained popularity in recent years, especially in the field of education. It refers to a language practice in which multilingual individuals use
May is Asian American Pacific Islander (AAPI) Month, which serves to celebrate one of the fastest-growing minority groups in the United States. In spite of good intentions, it is one
Sociocultural competence is one of the three pillars of Dual Language Education. According to the Guiding Principles of Dual Language (Howard et. al, 2018, p. 3), sociocultural competence includes identity
For those who are growing up or have been raised in the United States with a home language different from English, language is part and parcel of identity. Yet because