The Early Start of Language Endangerment Among our Students
In a previous post, we analyzed this graph to understand the linguistic repertoire of our simultaneous bilinguals. Simultaneous bilinguals, who make up the majority of our emergent bilinguals nationwide, are those exposed to more than one language before reaching age 5. In the United States, we generally refer to simultaneous bilinguals as those who speak…
Keep readingAssimilation Myths: Who Truly Belongs?
The Other An interesting theme that I have noticed on the Internet is the idea that only immigrants who are willing and able to “assimilate” should be permitted entry to the United States. Everyone else who wants to continue being the “other” should be denied entry. There’s a lot to unpack in this sentiment, but…
Keep readingCelebrations That Build Sociocultural Competence
Sociocultural competence, one of the three pillars of Dual Language Bilingual Education (DLBE) and encompassed in the 5 C’s of World Language, is more than creating a Cinco-de-Mayo style afternoon of activities. It is more than an International Day where there are various activities from different countries with no real discussions about the practices. And…
Keep reading5 Ways (Plus a Bonus) to Celebrate National Bilingual/Multilingual Learner Advocacy Month
April is National Bilingual/Multilingual Learner Advocacy Month. For too long, our Emergent Bilingual and Emergent Multilingual students have been treated as less than in our classrooms. Known as English Learners throughout the country, the education system has focused on what students lack rather than what students bring to the classroom, and these supposed deficiencies have…
Keep reading5 Reasons Two-Way Dual Language Programs Can Become Less Than Two-Way and What to Do About Them
What is the difference between Two-Way and One-Way Dual Language programs? Instructionally? Absolutely nothing. In both, content instruction time in both languages should be at least 50% in the Language Other Than English (LOTE) with Language Arts being taught in both languages each year. Our goals of High Academic Achievement in both languages, Bilingualism and…
Keep readingCultural Humility – The Flip Side of Sociocultural Competence
We all know the three pillars of Dual Language Education: Grade-Level, Academic Achievement in both languages, Bilingualism and Biliteracy, and Sociocultural Competence. However, the more I delve into these pillars, the more I am convinced that these three pillars are not enough… that with sociocultural competence must come the other side of the cultural coin,…
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Language and Equity Blog 