SANTILLANA USA - Guiding Principles Sampler

6 2 GUIDING PRINCIPLES FOR DUAL LANGUAGE EDUCATION The third edition of Guiding Principles for Dual Language Education thus reflects the experience and expertise of a broad range of dual language experts—practitioners, researchers, administrators, professional development specialists, and others—from across the country. It is the result of a very productive and collegial collaboration of many individuals and organizations. Changes in the Third Edition Although there is considerable consistency between the second and third editions, the content has been updated to reflect new knowledge, practices, and policies. Changes were also made to the organization and formatting of the publication to increase its usability. The literature reviews for each strand have been updated, most noticeably in the areas of curriculum and instruction, where most of the recent research has been carried out. Parallel changes reflecting the new research have been made to the relevant principles and their associated key points, addressing issues such as the role of technology in curriculum and instruction, approaches for coordinating instruction across languages, and incorporating cross- linguistic instructional strategies to promote the full development of bilingualism and biliteracy as well as content knowledge. In addition, changes were made throughout the strands to put greater focus on the importance of the third pillar of dual language education—the development of sociocultural competence. Another notable content change is in the realm of policy. Whereas the previous edition of Guiding Principles was clearly grounded in the No Child Left Behind Act of 2001, this updated edition has taken a more general stance. Rather than identify specific policies that need to be taken into consideration, the third edition references the need to align principles and instruction with relevant federal, state, and local policies and regulations. The following changes to the organization and design of the publication are intended to make the third edition more user friendly: • The literature review for each strand now appears immediately before the principles for that strand. • The order of the strands has been changed to put Program Structure first, because it serves as the foundation for the remaining strands. • Narrower page margins allow for a larger, easier-to-read font in the principles tables. • The self-evaluation templates in the appendix now include space to record evidence to support the ratings given. Intended Focus and Use of This Publication Guiding Principles for Dual Language Education is intended for use by dual language programs as a tool for ongoing planning, self-reflection, and improvement. Well-established programs may choose to use it on their own, or they may seek support from dual language experts from organizations such as CAL and DLeNM. Programs in the early planning stages will definitely want to engage experienced dual language professionals to provide support in using this publication and other tools (e.g., The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs by Howard, Olague, & Rogers, 2003) to plan and implement their programs. GDP INSIDE OK-Nov1.indd 2 12/03/18 1:17 p.m.