Dual Language English Immersion Guiding Principles for Higher Education
Editors Carmen (Lizy) Lamboy-Naughton, Ed.D. Ameritas College Educational Services, LLC Laurie Dodge, Ph.D. Brandman University
Copyright 2012 by Ameritas College Educational Services, LLC. All rights reserved
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Dual Language English Immersion Guiding Principles for Higher Education
First Edition
Editors Carmen (Lizy) Lamboy -Naughton, Ed.D. Ameritas C o l l e g e Educational Services L L C Laurie Dodge, Ph.D. Brandman University
Copyright 2012 by Ameritas College Educational Services, LLC. All rights reserved
2
Table of Contents Acknowledgments ..................................................................................................................................... 4 Introduction............................................................................................................................................... 5 Strand 1
Assessment and Accountability ......................................................................................... 7
Strand 2
Curriculum ....................................................................................................................... 12
Strand 3
Instruction ....................................................................................................................... 15
Strand 4
Staff Quality and Professional Development................................................................... 20
Strand 5
Program Structure ........................................................................................................... 24
Strand 6
Family and Community ................................................................................................... 29
Strand 7
Support and Resources .................................................................................................... 32
Copyright 2012 by Ameritas College Educational Services, LLC. All rights reserved
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Acknowledgments The individuals involved in the development of this document are listed below. It is important to recognize the people involved in the development of these Dual Language English Immersion (DLEI) principles for Higher Education. Special thanks to all who participated. The participants were: Subject Matter Experts: Dr. Laura Carrasco- Specialist in Dual Language Education Cecilia Vaccario - Instructional Design Dr. Laurens Vandergrift - Specialist in Common European Framework of Reference Brandman University: Dr. Melanie Borrego - Associate Professor of English and Associate Dean of the School of Arts Dr. Charles Bullock – Vice Chancellor of Academic Affair Dr. Ellen Baker Derwin – Assistant Professor of Communications and Instructional Designer Dr. Maria Cesario – Associate Vice Chancellor of Academic Administration (Brandman University) Dr. Laurie Dodge - Associate Vice Chancellor of Institutional Assessment and Planning Dr. Kimberly Greene -Director, Center for Instructional Innovation and Assistant Professor Dr. Jennifer Tucker Klein - Assistant Vice Chancellor for Institutional Research and Planning Faith Lattomus – Manager, Online Learning Support Andrea Munro – Instructional Designer Sean Nemeth – Vice Assistant Vice-Chancellor for Advising and Retention Immersion Educational Services, LLC: Rosa Alonso – Chief Marketing Officer Anthony Digiovanni – Chief Executive Officer Dr. Carmen (Lizy) Lamboy-Naughton – Chief Academic Officer Rick Mendoza – Senior Vice President of Student Enrollment Annabelle Ortiz-Mitschrich – Executive Assistant to the CEO Carmen Ortiz – Vice President of Student Services Ryan Craig - Board Director Jack Abbott – Faculty Development (Consultant) Peter McAliney – Project Management/Facilitation (Consultant) Copyright 2012 by Ameritas College Educational Services, LLC. All rights reserved
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Andrea Eliassen, Vice President of Finance
Introduction In 2007, the Center for Applied Linguistics created a document that could be used by dual language programs as a tool for planning, self-reflection, and growth. Each one of the principles was created by using research and best practices in dual language education. The Guiding Principles developed therein targeted elementary school programs. Even though some dual language programs exist in the secondary level, the majority of these programs to date exist within the elementary level. The authors of this document note that “secondary programs may find this document useful, but may need to adapt some of the guiding principles to fit their situation” (Howard, Sugarman, Christian, Lindholm-Leary, Rogers, 2007). Also, the authors note that language immersion professionals were not involved in the development of these guiding principles, yet believe that the principles will likely apply to language immersion models as well. The New College’s Dual Language English Immersion Program (DLEI) has two distinct features: it is a higher education model and it creates a language immersion environment. Just as secondary and language immersion programs could use these principles, the New College also understood that the applicability of these principles could be the foundation for the model, but adapt some of these principles to fit higher education and immersion environment. In this document, the term Dual Language English Immersion (DLEI) refers to the program developed in 2011 to provide access to quality education to Latino students. Its main objective is to provide students with literacy and content instruction to all students primarily in English but with the use of a sheltered environment where students can use Spanish to ask questions and read. Spanish will also be used in terms of developing skills in oral proficiency (speaking, listening and interaction). The two languages thus will be used in order to promote bilingualism and biliteracy and academic achievement. The student population in this program will all be students who are native speakers of the Spanish, resulting in a Developmental Bilingual Program. The key components of WASC accreditation standards and University policies and procedures were taken into consideration during the creation of this document.
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The DLEI Guiding Principles reflect requirements such as achievement objectives for all students; alignment of curriculum; research-based teaching practices; reform driven by student outcome data; and whole-staff commitment to the continuous improvement of student outcomes. This document is one of many tools that will be used to develop the DLEI program at The New College at Brandman University. Accreditation, policies and procedures should also be taken into account. This document is meant to complement current assessment and accreditation policies, and not substitute current practices. The Guiding Principles of Dual Language English Immersion for Higher Education follow the structure of the Guiding Principles document created in 2007 maintaining seven strands, reflecting the major dimensions planning and implementing the program. These are:
Assessment and Accountability
Curriculum
Instruction
Staff Quality and Professional Development
Program Structure
Family and Community
Support and Resources
Each strand is further composed of a number of guiding principles and key points. The key points elaborate on the principle and identify specific elements that can be examined for alignment with the principle. Finally, we have included statements of exemplary practice that can be used to describe what the DLEI program should look like in the specific environment. Some of the Key Principles and the Exemplary Practices have been modified to fit into the higher education environment as well as to the nature of the English Immersion part of the program.
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Strand 1 Principle 1
Assessment and Accountability Assessment is utilized for developing and improving curriculum to enhance student learning outcomes. Key Principle
A
Exemplary Practice
Student learning outcomes will be tracked
A comprehensive data management system has
using a comprehensive data management
been developed and is used for tracking student
system.
demographic data and data on multiple measures of student learning outcomes.
B
Assessment and accountability action
The program has developed a data-driven ongoing,
plans are developed and integrated into
integrated, and articulated plan for assessment
program and curriculum improvement.
and accountability that informs all aspects of the program (including language competencies as defined) and is routinely reviewed and revised as necessary.
C
Faculty is responsible for assessing student
The institution supports the program’s assessment
learning outcomes and developing action
and accountability plan and activities for both
plans for continuous improvement
content and language competencies with
activities.
appropriate budget and personnel.
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Strand 1
Assessment and Accountability
Principle 2
Course learning outcomes and language competencies are aligned with program learning outcomes. Key Principle
A
Exemplary Practice
Assessment of student learning is
The program conducts regular self-evaluations and
summative and formative.
external evaluations using standards appropriate for DLEI and conducts reviews to refine and improve goals and outcomes against defined CEFR standards.
B
Scaffolding language competencies are
Assessments are fully aligned with course and
aligned with program learning outcome
program goals as well as with CEFR standards
success.
across the program.
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Strand 1
Assessment and Accountability
Principle 3
Assessment uses multiple measures emphasizing direct assessment.
Key Principle A
Exemplary Practice
Assessment data is systematically
Systematic data on academic performance,
collected to measure student learning
language and literacy development, and cross-
outcomes.
cultural competence are collected program-wide from all students on a regular basis.
B
Assessment data can be disaggregated by
Extended demographic data are collected
student demographics, degree programs,
program-wide. The data are maintained in a
delivery model, and location.
secure and central database that allows for timely disaggregation of the data necessary for decisionmaking.
C
Assessment is consistently conducted in
The program assesses students in both English and
the two languages of the program.
the partner language as defined in program definition document and includes both sets of scores in program evaluation reports.
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Strand 1 Principle 4
Assessment and Accountability Assessment is utilized to ensure student success.
Key Principle A
Exemplary Practice
Student success is measured through
There is systematic measurement of student progress
retention data.
in both languages and for all achievement objectives and program goals, as well as comparison to benchmarks of expected student performance at designated points in program and in alignment with program’s mission, vision, and goals.
B
Student Success is measured through
There is systematic measurement of student progress
graduation rate.
in both languages and for all achievement objectives and program goals, as well as comparison to benchmarks of expected student performance at designated points in program and in alignment with program’s mission, vision, and goals.
C
Student success is measured through
There is systematic measurement of student progress
attrition rate.
in both languages and for all achievement objectives and program goals, as well as comparison to benchmarks of expected student performance at designated points in program and in alignment with program’s mission, vision, and goals.
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Strand 1 Principle 5
Assessment and Accountability Assessment data is shared with internal and external stakeholders. Key Principle
A
Exemplary Practice
Assessment data is shared with external
Data about the program from sources within and
stakeholders including an advisory board.
outside the program are publicly available with transparent information about data collection and methodology and with a clear and correct explanation about the interpretation of the data.
B
Data is shared with internal stakeholders
The program is proactive in communicating
including students and full-time and
student outcomes and demographic information
adjunct faculty.
to all stakeholders and uses this information to advocate for changes to district and state policies toward assessment and accountability, including using partner language tests in school reports and for student accountability.
C
Assessment data is benchmarked to
Data are routinely used to educate and mobilize
ensure accountability.
program supporters.
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Strand 2 Principle 1
Curriculum The curriculum promotes the development of bilingual, biliterate, and multicultural competencies for all students.
Key Principle A
B
Exemplary Practice
The curriculum meets or exceeds program
Program learning outcomes are used in a
learning outcomes regardless of the
systematic manner to guide curriculum
language of instruction.
development for both languages of instruction.
The curriculum includes learning outcomes
There is a scope and sequence with high
for first and second language development
expectations for language and literacy
referenced against the CEFR for all
development in both languages. This scope and
students.
sequence is revisited on a regular basis and revised as needed.
C
The curriculum promotes development in
Subject-matter instruction is provided in English
both languages.
and students are provided opportunities to develop academic and social language and cognitive skills for speaking, listening and interacting in both languages with additional development of reading and writing in English. Students are made aware of linguistic diversity and language status issues when appropriate, with an emphasis on English.
D
The curriculum is sensitive to the cultural
The curriculum is sensitive to the cultural and
and linguistic backgrounds of all students.
linguistic backgrounds of all students and incorporates the professional customs of the culture as it applies to the content area.
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Strand 2
Curriculum
Principle 2
The program has a process for developing and revising curriculum.
Key Principle A
Exemplary Practice
There is a curriculum development and
There is a plan that was developed by a
implementation plan that is connected to
representative committee with buy-in from all
best practices.
stakeholders. The plan includes an articulated process for review and revision of the plan in a systematic manner.
B
The curriculum is based on research on
Published curricula and materials as well as the
language learners.
overall structure of the curriculum are explicitly research-based, and the Dean stays abreast of current research.
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Strand 2
Curriculum
Principle 3
The curriculum is fully articulated for all students.
Key Principle A
B
Exemplary Practice
The curriculum builds on linguistic skills
Faculty plan together and systematically
learned in each language to promote
coordinate the development of linguistic skills in
bilingualism.
both languages for all students.
Instruction in one language builds on
There are systematic and ongoing connections
concepts learned in the other language.
between subjects or topics taught in each language through a variety of strategies such as team teaching, shared curriculum, and flexible grouping. Subsequent lessons in both languages build on and refine prior lessons taught in both languages.
C
The curriculum is coordinated with
There is a Dean for the program who oversees the
support services such as English as a
coordination of the curriculum with support
second language and Spanish as a second
services. Regular planning time is provided for the
language.
integrated academic and student services staff to collaborate with administration and faculty.
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Strand 3
Instruction
Principle 1
Instructional methods are derived from research-based principles of dual language education and from research on the development of bilingualism and biliteracy for adult learners.
Key Principle A
Exemplary Practice
Explicit content area instruction is
Explicit content area instruction is systematically provided in both
provided primarily in English with dual
languages over the course of the program. It is coordinated
language scaffolding activities and a
between the two languages across program and can be used by
sheltered environment where students
student according to student progress.
can use Spanish for questions. Instruction in Spanish will be included to enhance students’ oral proficiency. B
Academic content instruction is
Content instruction is systematically provided in both languages,
provided primarily in English with dual
incorporating discipline-specific instruction to support vocabulary
language scaffolding activities and a
and concept development in both languages utilizing dual
sheltered environment where students
language strategies and language support.
can use Spanish for questions. C
The program design and curriculum are
Faculty adheres to the model design, program features, and
faithfully implemented in the classroom.
curriculum, and their instructional experiences inform continuous evaluation and revision of program design and curriculum.
D
Instruction incorporates appropriate
Students and faculty systematically use both program languages in
separation of languages according to
a variety of academic and social contexts.
program design. E
Faculty uses a variety of strategies to
Faculty uses a variety of complementary instructional strategies for
ensure student comprehension.
each lesson and constantly monitor student understanding of language and academic concepts that promote higher levels of language and context.
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F
Instruction promotes metalinguistic
Metalinguistic and metacognitive skills are systematically
awareness and metacognitive skills.
incorporated into the curriculum.
Strand 3
Instruction
Principle 2
Instructional strategies enhance the development of bilingualism, biliteracy, and academic achievement. Key Principle
A
Exemplary Practice
Faculty integrates language and content
There is consistent language/content integration in
instruction.
activities, and there is a resource manual for the program that lists compatible language objectives for many of the common study units.
B
Faculty uses sheltered instruction
All program faculty uses sheltered instruction
strategies, such as building on prior
strategies in both languages, and training in the
knowledge and using routines and
use of these strategies is part of ongoing
structures, to facilitate comprehension
professional development.
and promote second language development. C
Instructional design team incorporates
Instructors, course designers, and instructional
technology such as multimedia
designers are encouraged to participate in
presentations and the Internet into their
professional development opportunities, such as
instruction.
seminars/webinars/best practice sharing to help them choose and use appropriate multimedia and Internet resources to target specific language and content skills.
D
Support staff and faculty coordinate their
All student support and academic services
instruction with the DLEI model and
coordinate their services with the DLEI model and
approaches.
approaches. All student and academic services
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staff are fully trained in and utilize DLEI strategies.
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Strand 3
Instruction
Principle 3
Instruction is student-centered. Key Principle
A
Exemplary Practice
Faculty uses active learning strategies in
Instruction is strongly student-centered, and
order to meet the needs of diverse
ongoing assessments are conducted to determine
learners.
ways that instruction may need to be altered to meet the needs of diverse learners.
B
Faculty creates opportunities for
Students are provided meaningful and ample
meaningful language use.
opportunities for using languages actively in academic and social settings to ensure oral proficiency in both languages and written language development in the second language and growth of academic vocabulary.
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Strand 3
Instruction
Principle 4
Faculty creates a multilingual and multicultural learning environment.
Key Principle A
Exemplary Practice
There is cultural and linguistic equity in the
Faculty and students work together to create a
classroom.
learning environment where all linguistic and cultural groups are equally valued and respected. Issues of linguistic and cultural equality are discussed on a regular basis.
B
Instruction takes language varieties into
There is a lot of discussion of language variety
consideration.
within and across languages, including the situational and cultural meanings of the varieties used by the students and in the community. Faculty respects dialectal variation.
C
Instructional materials in both languages
Course materials reflect the various groups of by
reflect the student population in the
drawing on community resources and students’
program and encourage cross-cultural
personal experiences. Instructional materials
appreciation.
incorporate themes that address respect and appreciation for all cultures.
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Strand 4 Principle 1
Staff Quality and Professional Development The program recruits and retains high quality DLEI faculty and support staff.
Key Principle A
A recruiting plan exists.
Exemplary Practice There is an integrated process of recruitment, hiring, and retention that is systematically coordinated with university faculty and staff and takes long-term program DLEI goals into account. The program works with SME’s to train DLEI faculty.
B
C
Selection of new faculty, administrative,
All staff has the appropriate skills and credentials for their
and support staff takes into consideration
position. Opportunities are provided for staff members to
credentials and language proficiency.
sharpen skills and develop professionally.
Staff members receive support.
Support for faculty, administrative, and support staff includes compensation, regular meetings, and time for co-planning, coteaching, reflection, and feedback. Experienced faculty and other staff are given the opportunity for renewal training and recertification is required.
D
Retaining quality staff is a priority.
A plan exists for high quality, experienced faculty, administrative, and support staff to participate in educator-centered professional development and leadership opportunities.
E
Staff evaluations are performed by
Administrators who evaluate faculty, administrative, and support
personnel who are familiar with DLEI
staff are knowledgeable about DLEI education, and evaluation
education.
criteria and instruments used with program staff explicitly incorporate the relevant program standards.
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Strand 4
Staff Quality and Professional Development
Principle 2
The program has a quality professional development plan. Key Principle
A
Exemplary Practice
A professional development plan exists for
A comprehensive plan for professional development is
faculty and staff.
created annually and is implemented systematically. It reflects issues of importance to the staff and the university, including the specific requirements of teaching in a DLEI environment.
B
Action plans for professional development
The professional development plan is formulated to
and individual staff plans are aligned with
respond to regularly collected information on staff needs
the school’s goals.
and program strengths and weaknesses. In its implementation, the overall plan is aligned with individual plans, and feedback leads to revisions as needed.
C
Professional development is aligned with
Professional development activities are designed to give
competencies needed to meet DLEI
faculty and other staff a comprehensive understanding of
program standards.
the theories, strategies, and skills that are essential in the DLEI program, with explicit connections to the DLEI model. The needs of staff in relation to meeting DLEI standards are taken into consideration when planning professional development activities.
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Strand 4
Staff Quality and Professional Development
Principle 3
The program provides adequate resource support for professional development. Key Principle
A
Exemplary Practice
Professional development is supported by
There is a comprehensive professional
the University.
development plan that is formally budgeted with sufficient financial support for staff planning and participation.
B
Time is allocated for professional
The program provides time for professional
development.
development such as retreats, peer observation, coaching, and collaboration. Staff are encouraged and supported to participate in a wide variety of professional development activities.
C
Professional development is supported by
Administrators and staff support ongoing
administrators and staff.
professional development activities, coach program teachers, and mentor new staff in university DLEI programs.
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Strand 4
Staff Quality and Professional Development
Principle 4
The program provides collaboration with other groups and institutions to ensure staff quality. Key Principle
A
Exemplary Practice
Program staff partner with professional
The program takes an active role in professional
organizations.
organizations, encouraging staff members to attend conferences and meetings, seek office, give presentations, host site visits, etc.
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Strand 5 Principle 1
Program Structure All aspects of the program work together to achieve the goals of additive bilingualism, biliteracy, and cross-cultural competence, while meeting degree-appropriate academic expectations.
Key Principle A
Exemplary Practice
There is a coordinated plan for achieving
There is a program-wide plan for achieving
bilingualism and biliteracy.
bilingualism and biliteracy, and implementation is consistent across the program.
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Strand 5
Program Structure
Principle 2
The program ensures equity for learning community.
A
Key Principle
Exemplary Practice
All students and staff have appropriate
Resources are distributed equitably among all student
access to resources.
groups and programs within the school, and there is a process in place to ensure ongoing resource equity. The DLEI program leadership shares resources and access options with administrators, faculty, family, and community.
B
The program promotes linguistic equity.
The role of both languages is clearly defined throughout the program. Issues of language status are frequently discussed, and particular consideration is given to elevating the status of the second language.
C
The program promotes cultural equity.
All cultural groups are equally valued and participate in all facets of the program.
D
The program promotes additive
The program’s language and literacy development
bilingualism.
plan is flexible to meet the language acquisition needs of the students and cognitive benefits of bilingualism. Students are given opportunities to fully develop social and academic language.
E
Communication reflects bilingualism and
Internal and external support materials and systems
multiculturalism.
are in both program languages.
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Strand 5
Program Structure
Principle 3
The program has strong, effective, and knowledgeable leadership. Key Principle
A
Exemplary Practice
Leadership reflects collaboration and team
There is an administrative leader as well as a
work.
leadership team. Roles and responsibilities with regard to program processes and procedures are clearly defined, and a plan is in place for training new leaders.
B
Decision making is aligned with the
Leadership decision-making processes are aligned
program vision and mission, and includes
to and respectful of the overall program vision and
communication with stakeholders.
mission. Leadership decision-making processes and outcomes are communicated with stakeholders.
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Strand 5
Program Structure
Principle 4
The program has a well-defined and inclusive process to select and refine a model design.
A
Key Principle
Exemplary Practice
Sufficient time, resources, and research
Planners follow a well-articulated plan of gathering
are devoted to the planning process.
information and resources, consult relevant research and experts to aid in planning, and continually self-evaluate during the process.
B
The planning process includes all
Planners purposefully meet with representatives
stakeholders (faculty, administrators,
of each of the stakeholder groups, including
families, community members).
community members, families, university representatives, and the marketplace.
C
D
The program meets the needs of the
The planners design the program with a clear
population.
sense of the student population and its needs.
The program design is aligned with
The program design reflects the program
program philosophy, vision, and goals.
philosophy and goals and clearly articulated.
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Strand 5
Program Structure
Principle 5
An effective process exists for continual program planning, implementation, and evaluation. Key Principle
A
The program is adaptable.
Exemplary Practice The program has defined processes for soliciting input from stakeholders in an organized, ongoing, and consistent manner about needed changes in the program. Communication regarding the results of those changes is timely and transparent. Evidence-based decision making is implemented.
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Strand 6
Family and Community
Principle 1
The program has a responsive infrastructure for positive, active, and ongoing relations with students’ families and the community.
Key Principle A
Exemplary Practice
There are staff members designated as
The program has admissions and student support
liaison with families and communities
personnel fluent in both program languages who
associated with the program.
have sufficient time and resources to meet family and community needs. A process is in place to ensure that all concerned parties feel comfortable with and are understood by these liaisons.
B
Office staff members have bilingual
A goal for bilingual proficiency and cross-cultural
proficiency and cross-cultural awareness.
awareness is established for staff members supporting the programs and cultural awareness for staff at the university. These staff will have bilingual proficiency and cross-cultural awareness, and ongoing training is provided to strengthen these skills.
C
Staff development goals include working
The program provides systematic and ongoing
equitably with families and the
staff development activities that follow and
community.
support a program-wide plan for working with families and communities.
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Strand 6
Family and Community
Principle 2
The program has family education and support services that are reflective of the bilingual and multicultural goals of the program.
Key Principle A
B
Exemplary Practice
The program incorporates ongoing family
There is a program-wide plan for meaningful family
education that is designed to help families
education that develops understanding of and support
understand the program.
for the program’s goals.
Communication with families and the
Communication with families is in both program
community is in the appropriate language.
languages. The two languages are used in oral and written communication with the families and community.
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Strand 6
Family and Community
Principle 3
The program views and involves families and community members as strategic partners. Key Principle
A
B
Exemplary Practice
The program establishes an advisory
There is a process in place to solicit and use ongoing
structure for input from families and
input from family and community members to improve
community members.
the program.
The program takes advantage of
The program shares community’s language
community language resources.
resources such as speakers, bilingual mentors, and taking field trips that incorporate multicultural appreciation.
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Strand 7
Support and Resources
Principle 1
The program is financially viable. Key Principle
A
Exemplary Practice
Grant funding can be sought to augment
There is sufficient funding to support all goals and
existing financial sources to support the
objectives of the program. A plan exists to
goals and objectives of the program.
research and secure additional resources to ensure additional support of the program.
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Strand 7
Support and Resources
Principle 2
The program has a public relations plan. Key Principle
A
Exemplary Practice
The program engages in public relations
A plan for data-sharing and community outreach is
activities to promote the program to a
continuously evaluated and refined. Data and
variety of audiences.
presentations of information are user-friendly for a variety of audiences and are bilingual (as appropriate). Information is made public through multiple means, such as reports, press releases, journal articles, and Web sites.
B
Program staff network to strengthen
Program representatives are active members of
support for DLEI education.
regional, state, and national organizations and their participation is supported by program resources.
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Strand 7
Support and Resources
Principle 3
Resources are distributed according to the program plan and budget expectations. Key Principle
A
Exemplary Practice
Resource allocation is based on program
Program plan details existing resources and future
goals and budget availability.
goals outlining budget implications.
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Strand 7
Support and Resources
Principle 4
Student support services are provided to enhance student success. Key Principle
A
Exemplary Practice
Assessments are in place to track and
Program design has designated facilities to track
support development of language skills.
development of DLEI skills and has established support services available to access throughout the program.
B
C
D
Peer study groups are developed to
Peer study groups may be course and/or program
support student learning.
based depending on student needs.
Early intervention system is established to
Early intervention mechanisms are implemented
support student success.
throughout the program.
Mentoring and career counseling are
Mentoring services are available to students
provided.
aligning their career aspirations. Career counseling will be available to students in both languages.
E
Student orientation will be provided to
Student orientation will be ongoing and available
students.
in both languages starting prior to enrollment into the first class and embedded in the Student Success courses.
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Reference Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.
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