By Mx. Stevie, BHIS Assistant Principal

Decades of research have proven and the Washington Office of Superintendent of Public Instruction (OSPI) agrees that dual language education is the most effective instructional model for multilingual learners. Dual language education is a culturally and linguistically sustaining pedagogy that centers the needs and strengths of students who have been historically marginalized and underserved. It has also been shown to be equally supportive of affluent, native English speakers. When done well, Dual Language education offers all students the opportunity to become bilingual and biliterate, achieve academic excellence and build sociocultural competence.

Because of the structure of the program and the intentional focus on socio-cultural competence, students graduate from DL schools with a strong sense of who they are, respect and appreciation for those who are different than them and pride in their linguistic and cultural diversity.

Being a dual language educator requires a unique skill set, including a deep knowledge of literacy and language acquisition. It also necessitates a high degree of collaboration and ongoing professional development to best serve our students. Dual language programs need different support and considerations than general education programs to fulfill their promise.

In order to create and maintain the effective and sustainable dual language programing our communities deserve, the following must be true

• A clearly articulated vision at the district level
• Long term and short-term goals at school level are aligned with the district vision
• Buy in from staff, students and families re: vision and how to achieve it
• Resources to support attainment of goals (on hand and in classroom as well as PD to develop craft)
• Data is used holistically and ongoingly to determine students’ strengths and areas for support
• Rubrics are used to evaluate performance tasks
• Everyone is viewed as an emerging bilingual
• Interventions are approached from a strengths-based perspective
• District level support for dual language as well as an understanding that different schools have different needs (ie one model does not fit all)
• Funding from district that supports the school’s stated goals that align with vision
• All classroom teachers and support staff are highly knowledgeable about language acquisition and best practices
• Where applicable (i.e. in most cases) educators are operating using trauma informed practices, understanding that learning in an unknown language presents additional and unique challenges for students who have or are currently experiencing trauma (this includes living in poverty) 
• The master schedule and physical environment of school support the vision and stated goals (for example partner teachers have same schedule to promote language equity, classrooms are strategically positioned)
• There is ample wall space in classrooms for visual aids
• Classroom libraries are stocked with highly engaging and authentic texts at a range of levels
• School administration understands and embraces the idea that a classroom engaged in language learning is noisy and active
• Languages and cultural identities that differ from the dominant or the ones being taught are allowed to take up space within the classroom as well (i.e. translanguaging and cultural competence)
• There is an understanding of the “why” of DL that may be broad and all-encompassing but ultimately centers those who have been historically marginalized within public education. This ‘why’ is understood and shared at all levels of the district and used in decision making.
• Families are invited into classrooms as experts and cultural brokers
• Expectations for students’ yearly progress are clearly stated and students’ progress is clearly communicated to families 
• Families are provided with opportunities to learn about the trajectory of language acquisition generally, and the program in particular, at the start of each school year
• Teachers are provided with or are given paid time outside of the instructional day to create maps that integrate content and language learning
• Literacy skills (reading, writing, speaking, listening and metalinguistic awareness) are cultivated in both languages of instruction and regularly assessed using a multilingual perspective