Bridging Worlds: Fostering Biliteracy in Dual Language Programs

Abstract

This capstone project reviews best practices for biliteracy in the dual language bilingual education program, with an emphasis on translanguaging and culturally relevant and culturally responsive education. Understanding the theories on the topic of dual language bilingual education (DLBE) aids educators in planning and preparation of sound lessons that target individual student needs and strengths. The research encourages educators to recognize that there is an imminent gap between monolingual students and their dual language learner counterparts and to better prepare culturally relevant lessons that promote growth in both languages at the same time. It is the desire of this researcher to entice active collaboration in the presentation of professional development (PD), with the aim of reaching higher student achievement that targets the linguistically and culturally diverse population. A series of Appendices that accompany the PD help provide the scholars guidelines such as lesson plan templates, rubrics and many resources that benefit the educator and the dual language learner.