SANTILLANA USA - Guiding Principles Sampler

5 1 INTRODUCTION T he second edition of Guiding Principles for Dual Language Education, published by the Center for Applied Linguistics (CAL) in 2007, has been used by dual language programs across the United States as a tool for planning, self-reflection, and continual improvement. Program leaders have come to depend on this document to guide preliminary thinking and planning, support ongoing program implementation, and inform monitoring of program effectiveness. It has also become a trusted resource for educating school and district leaders and for guiding communications with community stakeholders. As such, Guiding Principles has earned its place as a staple resource on the bookshelves of dual language educators across the country. Numerous changes in education policy, research, and practice over the past 10 years, along with feedback from dual language practitioners who use Guiding Principles in their work, made it clear that it was time for a revised and updated edition. In collaboration with David Rogers of Dual Language Education of New Mexico (DLeNM) and Elizabeth Howard, lead author of the first two editions, CAL put together an expert team of authors and a panel of advisors to begin work on a third edition. Authors from the previous edition were joined by two CAL experts in dual language professional development and by an experienced dual language practitioner and professional development coordinator from New Mexico. The panel of advisors included experienced classroom teachers, program coordinators, principals, district administrators, and researchers. Some of the panelists were also parents of students in dual language programs. The full panel of advisors met with the team of authors and CAL staff in September 2016 to discuss and define the scope and content of the revisions and to map out the revision process. Each author accepted responsibility for leading the revision of a particular strand or strands of principles, with Kathryn Lindholm-Leary taking on the task of updating the literature reviews for all seven strands. Members of the advisory panel divided themselves among the strands and literature reviews, creating a subgroup of advisors to work with each author. Each advisor participated in two subgroups. Each author also participated in two subgroups—one as author and one as advisor. These subgroups continued to provide input and feedback to the authors over the course of the year: through the initial writing phase, review of the complete manuscript, and submission of final drafts. The entire manuscript was also reviewed by two expert external reviewers. Additional input was received from participants in Guiding Principles sessions convened at the 2017 conferences of the California Association of Bilingual Education and the Southern New England Conference for Dual Language Programs (sponsored by the Massachusetts Association of Bilingual Education). Introduction GDP INSIDE OK-Nov1.indd 1 12/03/18 1:17 p.m.