Acceso usuarios
Schalea S. Sanders
Reading and writing translate to centuries of shared knowledge and can be expanded upon with the ability to acquire multiple tongues. In response to today’s most widely spoken languages, Chinese/English and Spanish/English dual language immersion programs continue to grow across the United States. Unfortunately, the lack of uniformity in the structure and implementation of national bilingual programs is as prominent as bilingual educators’ concerns on how to best support emergent bilinguals in their development of biliteracy, while meeting state and national standards in both English and the partner language. Immersion classrooms will benefit from practical and effective ways to inform instruction for increased student engagement, greater access to bilingual education resources, and support to deliver content area instruction in the target language to both native and non-native English-speaking students.
