Amy J Heineke , Elizabeth Coleman, Elizabeth Ferrell and Craig Kersemeier

1. Opening Doors for Bilingual Students: Recommendations for Building Linguistically Responsive Schools Amy J Heineke, Elizabeth Coleman, Elizabeth Ferrell and Craig Kersemeier

2. Summary The authors outline steps they consider necessary for schools in order to improve bilingual student achievement. • negotiating language policy and mandates • laying ideological foundations • building effective school structures • fostering collaboration with families/communities

3. Negotiate Language Policy and Practice How? Back up your desire for improvements with policies like Title III staff development Ensure all students have linguistically appropriate resources available to them. Can they achieve optimally with what they are provided? Being equipped with sound policy knowledge will help you identify and fight for necessary change. • Investigate required policies • Recognize school’s unique linguistic needs • Advocate for bilingual students

4. Lay the Ideological Groundwork for School Change How? Make a specific vision statement that addresses how instruction will be linguistically and culturally responsive. Look at all plans and structures through a lens of linguistic diversity. Is this how my students with linguistic needs can most successfully achieve? Research cultures and connect with your students and help them connect with classmates. Keep high expectations for all. • Draft vision utilizing linguistic diversity • Define mission goals to guide daily practice • Create culture of achievement and diversity

5. Build School Structures and Support Systems How? School schedule and even physical design should be in place so that bilingual students are not isolated. Collaboration among teachers helps ease confusion by providing similar expectations. Mentors give students someone to feel comfortable talking to who can help them through all school challenges and otherwise. Ensure high expectations are reachable through clear pathways. Rigorous instruction can not only be in language but must also be academic • Evaluate, align school structures and schedule • Organize social networks, relationships • Target and scaffold language • Rigorous academic instruction

6. Foster Collaborative Communities of Learners (See p. 142 for ideas) How? School actors should learn from one another and use study groups to ground school learning in the unique community context. Involve all school members, community leaders, etc. and utilize each other’s unique knowledge. They should be invited to share responsibility for student learning. Respect and understand home cultures to earn trust. Build mutual respect and help parents help their children. What resources can they learn about from us? • Support teacher dialogue and learning • Enlist community stakeholders • Mutually collaborate with families, parents

7. In Conclusion, Act as if you are your student’s only advocate! Linguistic diversity is a gift! Be a part of the community!

8. Things to Consider • Post the school’s vision statement in languages found in the community. • Looping is highly beneficial for new immigrant students who are adjusting to a new environment. • Sheltered Instruction- teaches grade-level content while scaffolding language simultaneously

9. My Opinion great suggestions positive ideals idealistic, possibly unrealistic expectations for a community on a specific issue Impressively clear, explicit steps