'Cultivamos una Rosa Blanca': The Growth of Bilingual Teachers & a Dual Language School

This article explores the fundamental role of teachers' lives as they work to create and maintain a small dual-language school. The Appleton Bilingual School (ABS) is chartered by the Appleton Area School District in northeast Wisconsin. ABS was established with the support of city and school district officials and has maintained that support throughout its 11 years of existence. Moreover, ABS has assembled a staff of bilingual and bicultural teachers who, in their majority, have Spanish as their first language. This provides an additional authenticity to the school's goal of preparing children who are fluent and literate in English and Spanish. The growth of dual-language schools and programs across the United States follows the proven success of the model for English learners (ELs) as well as for native English speakers mastering another language. Bilingual teachers are in high demand. They are also asked to perform a variety of roles in addition to instructing a class. Through interviews and narrative portraits of four teachers at the school, the authors seek to share how life experiences that include immigration, adapting to new languages, new cultures, and new educational systems have created these teachers committed to educating the whole child and engaging with parents and community. Themes raised by the teachers in their portraits are examined with the goal of finding ways for administrators, policy makers, and others to better support bilingual individuals who would share their cultural and linguistic support with the next generation of students.