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Article
Opening doors for bilingual students: Recommendations for building linguistically responsive schools
Improving Schools (2012)
  • Amy J. Heineke, Loyola University Chicago
  • Elizabeth Coleman, Loyola University Chicago
  • Elizabeth Ferrell, Loyola University Chicago
  • Craig Kersemeier, Loyola University Chicago
Abstract

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and practice. Our research-based recommendations include the need for school actors to negotiate language policy and mandates, lay the necessary ideological foundations, build effective school structures and systems, and foster meaningful collaboration with families and communities. When teachers, administrators, counselors, families, and community members work together, schools can improve to promote the social, cultural, linguistic, and academic achievement of bilingual students. 10.1177/1365480212450235

Keywords
  • Diverse students,
  • English learners,
  • immigrant students,
  • language education,
  • school change,
  • school reform
Publication Date
July, 2012
Citation Information
Amy J. Heineke, Elizabeth Coleman, Elizabeth Ferrell and Craig Kersemeier. "Opening doors for bilingual students: Recommendations for building linguistically responsive schools" Improving Schools Vol. 15 Iss. 2 (2012)
Available at: http://works.bepress.com/amy_heineke/2/