Ensuring Students Become Bi-literate: The Necessary Steps for Administrators

Dual language programs are taking the world by storm.  These school enrichment programs meet Texas requirements for bilingual education and can be structured in a variety of ways depending on student population, community input, and staff availability.  While the program models may vary, they are almost all guaranteed to ensure that students achieve bi-literacy and maintain this skill throughout their school careers.

Leading researchers and educators, Virginia P. Collier and Wayne P. Thomas, recently authored a book on designing dual language schools and the crucial role administrators play in the development of these dynamic programs.  The book is a valuable resource for anyone thinking about starting a program or strengthening their existing one.  The resource is user friendly and outlines the core programmatic features of quality dual language education.

Core Programmatic Features of Quality Dual Language Education:

  • Enriched and affirming learning environments
  • Empowering pedagogy
  • Challenging and relevant curriculum
  • High-quality instructional resources
  • Valid and comprehensive assessments
  • High-quality professional development
  • Powerful family and community engagement
  • Advocacy-oriented administrative and leadership systems

The above core programmatic features serve as guidelines for the development and reform of any dual language program.   Each of these items is fully explained in various sections of the book with rich realistic examples.

In addition to outlining the framework necessary for program development and enhancement, the book also provides perspectives from successful dual language administrators on the necessary leadership skills needed for optimal program development.


Collier, Virgina P., and Wayne P. Thomas. Creating Dual Language Schools for a Transformed World: Administrators Speak.   Albuquerque: Fuente, 2014. Print