SANTILLANA USA - CAL Practitioner Brief

7 aims to support leaders and practitioners in the field as they plan for, implement, sustain, and ad- vocate on behalf of dual language programming in their unique community settings. Recommended Reading Adelman Reyes, S. (2010). Teaching in two languages: A guide for K-12 bilingual educators. Newbury Park, CA: Corwin. Combs, J., Edmondson, S., &Harris, S. (2013). The trust fac- tor: Strategies for school leaders. New York, NY: Routledge. Garcia, O. (2008). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual lan- guage instruction from A to Z: Practical guidance for teachers and administrators. Portsmouth, NH: Heinle & Heinle. Harris, S., & Jenkins, S. (2013). Conflicts in culture: Strat- egies to understand and resolve the issues. Lanham, MD: Rowman & Littlefield. References Achugar, M., & Pessoa, S. (2009). Power and place: Lan- guage attitudes towards Spanish in a bilingual academ- ic community in Southwest Texas. Spanish in Context, 6 (2), 199-223. doi:10.1075/sic.6.2.03ach Acosta-Hathaway, O. (2008). Ethnic minority parent involve- ment and leadership in successful dual immersion programs (Doctoral dissertation). Available from ProQuest Dis- sertations and Theses database. (UMI No. 3351117) Alanís, I., & Rodríguez, M. A. (2008). Sustaining a dual language immersion program: Features of suc- cess. Journal of Latinos and Education, 7 (4), 305-319. doi:10.1080/15348430802143378 Beeman, K., & Urow, C. (2012). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia, PA: Caslon. de Jong, E. J. (2014). Foundations for multilingualism in educa- tion: From principles to practice. Philadelphia, PA: Caslon. Dressler, C., Carlo, M., Snow, C., August, D., & White, C. (2011). Spanish-speaking students’ use of cognate knowledge to infer the meaning of English words. Bi- lingualism: Language and Cognition, 14, 243-255. Duguay, A., Massoud, L., Tabaku, L., Himmel, J., & Sugarman, J. (2013). Implementing the Common Core for English learners: Responses to common questions. Washing- ton, DC: Center for Applied Linguistics. Echevarría, J., Vogt, M. E., & Short, D. J. (2010) Making content comprehensible for English learners: The SIOP model (4th ed.). Boston, MA: Allyn & Bacon. Escamilla, K. (2000). Bilingual means two: Assessment issues, early literacy and Spanish-speaking children. In A research symposium on high standards in reading for students from diverse language groups: Research, practice, and policy (pp. 100–128). Washington, DC: Office of Bi- gram leader. Nonetheless, program leaders must embrace their role as advocates to ensure that the dual language program is viewed as an integral part of the school rather than as a mere appendage. This is particularly important in schools in which dual language programming is implemented only as a strand rather than school-wide. An inability to take on this role, or a lack of understanding of dual language programming and instructional best practices, will result in ineffective program imple- mentation (Medina, 2015). The Wallace Foundation (2011) identified the ability of educational leaders to serve as strong program advocates as a key factor in realizing the educational improvement goals they set. In dual language contexts, school leaders in particular must embrace their role as the driving force for school success. Leaders of dual language schools must stay abreast of current research and best practic- es in dual language education. Furthermore, they must be skilled in explaining all aspects of dual language programming and instruction to a variety of diverse stakeholders to build program support through understanding. Dual language administrators must also con- tinuously advocate at the school and district levels for financial and instructional resources that make effective dual language program implementation possible (Alanís & Rodríguez, 2008) and allocate those resources in ways that will allow program goals and objectives to be met (Howard et al., in press). Another important role of program leaders is capacity building. By tapping into the pool of expertise that exists in teachers already serving in dual language programs and helping them become teacher leaders, program leaders build extended systems of support and ensure program sustain- ability over the long term. Conclusion This brief provides answers to commonly asked questions in the field about effective implemen- tation of dual language programs. The responses draw from the research base as well as the authors’ observations of effective practices in dual language programs across the United States. The research clearly indicates that dual language education is associated with increased levels of bilingualism and biliteracy and academic achievement among participants, including both English learners and students who are fully fluent in English. The brief