The "Castañeda" Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso, 2001) and Ruiz's Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for…

The Bilingual Education Act (BEA) was a signature piece of legislation and was especially significant as a legislative accomplishment for Latinos and Native Americans as part of the Great Society programs and the Civil Rights Movement of the 1960s. While Senator Ralph Yarborough of Texas and President Lyndon Johnson have historically been credited…

Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers' reactions and reflections to participation in a simulation experience held during a teaching/learning experience in Mexico as part of their master's program in bilingual/ESL…

This article challenges the pervasive notion that linguistic and ethnic diversity are causes of the perceived gap in achievement in schools highly affected by Spanish-speaking students participating in programs of bilingual education. The study examines existing data from the state of Colorado with regard to student achievement and compares these…

Among 187 Arizona Mexican-American children with limited proficiency in both Spanish and English, participation in a maintenance bilingual education program during grades K-2 produced significant gains in oral language acquisition for both languages. Students with the lowest proficiency scores in kindergarten showed the greatest gains. (SV)

Studied the longitudinal impact of a maintenance bilingual education program on the development of English in Spanish-speaking Mexican-American children in grades K-2. Subjects who were limited in both Spanish and English proficiency gained more in English achievement than those who were fluent in Spanish but not in English. (KS)

We begin this article with a brief look at opportunities to learn for the nation's growing numbers of Emerging Bilingual children. We briefly present the research literature that supports the use of children's languages other in English (LOTEs) in literacy instruction whether the children are participating in bilingual/dual language programs or…

Grounded in QuantCrit, this study expands upon "opportunity gap" research and the conceptualization of the "Long-Term English Learner" (LTEL) label as a reflection of inadequate learning environments rather than student characteristics by using district-level data to explore the relationship between systemic contextual factors…

In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards. Because learning to read and write in two languages differs from learning to read and write in one, they argue that biliteracy requires its own pedagogies, methodologies, and…

This paper is the first to examine the longitudinal results of six years of implementation of Literacy Squared, a biliteracy model for Spanish/English speaking emerging bilingual students. This model includes paired literacy instruction with grade-specific time allocations for Spanish literacy and literacy-based ELD. Furthermore, cross-language…

The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years…

This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish-English emerging bilingual students who are receiving instruction in both languages. Participants…

This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in…

This study examined the results of a case study of a school that labels itself as a bilingual school. The study examines and describes language use in bilingual classrooms in the school and language use in the larger school environment outside of the classroom. (52 references) (JL)

The acquisition of English and Spanish was examined among 298 Mexican-American students who were limited-English-proficient at the start of kindergarten and who participated in maintenance bilingual programs in grades K-3. Oral proficiency in both languages increased for both boys and girls and across groups that had differed in early Spanish…