The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities

References

• Alfaro, C. 2008. “Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence.” Gist: Education and Learning Research Journal 2: 68–84.
   Google Scholar
• Alfaro, C., and L. Bartolomé. 2017. “Preparing Ideologically Clear Bilingual Teachers: Honoring Working-Class non-Standard Language Use in the Bilingual Education Classroom.” Issues on Teacher Education 26 (2): 11–34.
   Google Scholar
• Alfaro, C., and L. Bartolomé. 2018. “Preparing Ideologically Clear Bilingual Teachers to Recognize Linguistic Geniuses.” In Art as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in PreK-12 Schools, edited by B. R. Berriz, A. C. Wager, and V. M. Povey, 68–83. Abingdon: Routledge.
   Google Scholar
• Aquino-Sterling, C., and F. Rodríguez-Valls. 2016. “Developing Teaching-Specific Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach.” Multicultural Perspectives 18 (2): 73–81.
   Web of Science ®Google Scholar
• Baker, C. 2001. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
   Google Scholar
• Bearse, C., and E. J. de Jong. 2008. “Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program.” Equity and Excellence in Education 41 (3): 325–340.
   Google Scholar
• Bunch, G. C. 2013. “Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era.” Review of Research in Education 37 (1): 298–341.
   Web of Science ®Google Scholar
• Cammarata, L., and D. J. Tedick. 2012. “Balancing Content and Language in Instruction: The Experience of Immersion Teachers.” The Modern Language Journal 96 (2): 251–269.
   Web of Science ®Google Scholar
• CDE (California Department of Education). 2015. English Language Arts/English Language Development Framework for California Public Schools Kindergarten through Grade Twelve. Sacramento: CDE.
   Google Scholar
• CDE (California Department of Education). 2019a. Global California 2030. Speak, Learn, and Lead. Sacramento, CA: CDE.
   Google Scholar
• CDE (California Department of Education). 2019b. Initial ELPAC. State of California. Sacramento: CDE. https://caaspp-elpac.cde.ca.gov/elpac/DashViewReportIA?ps=true&lstTestYear=2019&lstTestType=IA&lstGroup=1&lstSubGroup=001&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000.
   Google Scholar
• CDE (Commission on Teacher Credentialing). 2009. Bilingual Authorization Program Standards. Sacramento, CA: CDE.
   Google Scholar
• Colliander, H., A. Song Ee, and P. Andersson. 2018. “Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults.” Journal of Language, Identity and Education 17 (5): 306–319.
   Web of Science ®Google Scholar
• de Jong, E. J. 2006. “Integrated Bilingual Education: An Alternative Approach.” Bilingual Research Journal 30 (1): 23–44.
   Google Scholar
• de Jong, E. J. 2016. “Two-Way Immersion for the Next Generation: Models, Policies, and Principles.” International Multilingual Research Journal 10 (1): 6–16.
   Web of Science ®Google Scholar
• de Jong, E. J., and C. I. Bearse. 2014. “Dual Language Programs as a Strand within a Secondary School: Dilemmas of School Organization and the TWI Mission.” International Journal of Bilingual Education and Bilingualism 17 (1): 15–31.
   Web of Science ®Google Scholar
• de Jong, E. J., and E. Howard. 2009. “Integration in Two-Way Immersion Education: Equalising Linguistic Benefits for all Students.” International Journal of Bilingual Education and Bilingualism 12 (1): 81–99.
   Web of Science ®Google Scholar
• Dubetz, N. E., and E. J. De Jong. 2011. “Teacher Advocacy in Bilingual Programs.” Bilingual Research Journal 34 (3): 248–262.
   Google Scholar
• Gitomer, D., and C. Bell. 2016. Handbook of Research on Teaching. Washington DC: American Educational Research Association.
   Google Scholar
• Flores, N., and O. García. 2017. “A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit.” Annual Review of Applied Linguistics 37: 14–29.
   Web of Science ®Google Scholar
• Flores, N., and J. L. Schissel. 2014. “Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform.” TESOL Quarterly 48 (3): 454–479.
   Web of Science ®Google Scholar
• García, O., and J. A. Kleifgen. 2010. Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. New York City, NY: Teachers College Press.
   Google Scholar
• García, O., and Li Wei. 2015. “Translanguaging, Bilingualism, and Bilingual Education.” In Handbook of Bilingual Education, edited by W. Wright, S. Boun, and O. García, 223–240. Malden, MA: John Wiley.
   Google Scholar
• Heller, R., and C. L. Greenleaf. 2007. Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement. Washington, DC: Alliance for Excellent Education.
   Google Scholar
• Hernández, A. M. 2017. “Reflective and Transformative Practice in Bilingual Teacher Preparation: Examining Cross-Cultural and Linguistic Equity.” Issues in Teacher Education 26 (2): 67.
   Google Scholar
• Howard, E. R., K. J. Lindholm-Leary, D. Rogers, N. Olague, J. Medina, B. Kennedy, J. Sugarman, and D. Christian. 2018. Guiding Principles for Dual Language Education. 3rd ed. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Howard, E. R., K. J. Lindholm-Leary, J. Sugarman, D. Christian, and D. Rogers. 2007. Guiding Principles for Dual Language Education. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Howard, E. R., J. Sugarman, M. Perdomo, and C. T. Adger. 2005. The Two-Way Immersion Toolkit. Providence, RI: The Education Alliance at Brown University- Center for Applied Linguistics.
   Google Scholar
• Johnson, S. I., O. García, and K. Seltzer. 2019. “Biliteracy and Translanguaging.” In Dual Language Education: Teaching and Leading in Two Languages, edited by D. E. DeMatthews, and E. Izquierdo, 119–132. Cham, Switzerland: Springer.
   Google Scholar
• Kirtman, L., and M. Fullan. 2016. Key Competencies for Whole-System Change. Bloomington, IN: Solution Tree Press.
   Google Scholar
• Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford, UK: Oxford University Press.
   Google Scholar
• Kramsch, C. 1995. “The Cultural Component of Language Teaching.” Language, Culture and Curriculum 8 (2): 83–92.
   Google Scholar
• Ladson-Billings, G. 1995. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491.
   Web of Science ®Google Scholar
• Lee, J. S., and E. Jeong. 2013. “Korean–English Dual Language Immersion: Perspectives of Students, Parents and Teachers.” Language, Culture and Curriculum 26 (1): 89–107.
   Web of Science ®Google Scholar
• Lindsey, R. B., K. N. Robins, and R. D. Terrell. 2003. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Lucas, T., and A. M. Villegas. 2013. “Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education.” Theory Into Practice 52 (2): 98–109.
   Web of Science ®Google Scholar
• MacSwan, J. 2017. “A Multilingual Perspective of Translanguaging.” American Educational Research Journal 54 (1): 167–201.
   Web of Science ®Google Scholar
• Martinez, D. C., P. Z. Morales, and U. S. Aldana. 2017. “Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning.” Review of Research in Education 41 (1): 477–499.
   Google Scholar
• Palmer, D. 2018. “Supporting Bilingual Teachers To Be Leaders for Social Change: ‘I Must Create Advocates for Biliteracy’.” International Multilingual Research Journal 12 (3): 203–216.
   Web of Science ®Google Scholar
• Paris, D., and S. Alim, eds. 2017. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.
   Google Scholar
• Potowski, K. 2007. Language and Identity in a Dual Immersion School. Vol. 63. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Rodríguez-Valls, F. 2020. Effective Instruction for All Language Learners. 2020-2023 AUHSD Multilingual Master Plan. Anaheim, CA: Anaheim Union High School District.
   Google Scholar
• Rodríguez-Valls, F., J. Solsona-Puig, and M. Capdevila-Gutiérrez. 2017. “Teaching Social Studies in Spanish in Dual Immersion Middle Schools: A Biliterate Approach to History.” Cogent Education 4 (1). doi:10.1080/2331186X.2017.1326202.
   Web of Science ®Google Scholar
• Shanahan, T., and C. Shanahan. 2008. “Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy.” Harvard Educational Review 78 (1): 40–59.
   Web of Science ®Google Scholar
• Swanson, P. B. 2012. “The Congruence of Vocational Interests and the Workplace Environment: Reducing the Language Teacher Shortage.” Language Teaching Research 16 (4): 519–537.
   Web of Science ®Google Scholar
• Tedick, D. J. 2015. “United States of America: The Paradoxes and Possibilities of Bilingual Education.” In Building Bilingual Education Systems: Forces, Mechanisms and Counterweights, edited by P. Mehisto, and F. Genesee, 1–22. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Volk, D., and M. Angelova. 2007. “Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade.” Journal of Language, Identity & Education 6 (3): 177–199.
   Google Scholar