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Examines the English reading scores of a group of primary aged children in South Texas being educated in a dual language program (Spanish and English). Finds that balanced language development (equal competence in all areas of the two languages) does not have a negative influence on reading comprehension in English. Finds that the more balanced bilinguals received highest scores. (SR)

National laws, court rulings, and policy guidance help ensure that English Learners (ELs) have equitable access to a meaningful education amidst an ever-increasing diverse linguistic and multicultural demographic. Research has shown that dual-language programs for elementary age students and newcomer centers for recent immigrant arrivals at the secondary level are effective in fostering student academic success, linguistic growth, and multicultural understanding. While these programs are becoming more common in Texas and other states, there has been a reluctance to implement them in some areas. This manuscript provides a detailed description of these program models and discusses relevant research related to their implementation and benefit. An openness to implementing newcomer centers and duallanguage programs infused with culturally and linguistically responsive teaching and learning will provide not only success for all learners, but also engage ELs and native English speakers in interaction to promote one united country for all. [ABSTRACT FROM AUTHOR]

The value of dual language education was central to learning as Texas emerged as a national leader in 1983 with bilingual educational opportunities for public school students. This study identified Spanish first-language preservice teachers' struggles with state-mandated standardized teacher certifi cation examinations. It suggested that dual language education would help prepare future English language learners for standardized testing. The Gates-MacGinitie Reading Test (GMRT) - Level 10/12 was used to determine a uniform measure of the reading ability of 259 pre-service teachers from a South Texas university. Results showed a disparity between bilingual, Spanish-first-language pre-service teachers and their English-first-language counterparts. This indicated pre-service teachers' early educational experiences may have lacked the socio-cultural supportive school environment needed for ELLs to flourish linguistically, academically, and cognitively in their first language. [ABSTRACT FROM AUTHOR]

As the population of English language learners continues to increase, schools must implement educational practices that will help students develop the necessary linguistic and academic skills for success in school. Brain compatible teaching and the second language acquisition processes complement each other. Brain compatible teaching enhances students' ability to develop a second language successfully. Teachers at the Blanche Moore Early Childhood Development Center, a dual language school, provide the classroom environment incorporating brain compatible strategies into their daily implementation of the school curriculum to help students develop bilingualism and biliteracy. [ABSTRACT FROM AUTHOR]