The purpose of this study was to measure the effect of instruction delivered in both English and Spanish using the "Preview-View-Review" (PVR) strategy on the language development of English Learners (ELs) newcomer students in Title I elementary school (matriculated in a large, urban southern school district). For this study, the researcher used quantitative archival study from a selected elementary school in a large urban southern school district. The researcher used archival data points to compare participant's STAAR assessments results. Findings: In this case study, the instructional approaches implemented throughout the four years are evident based on the student performance data of STAAR in grades third through fifth. Data findings demonstrated that the most significant results were seen in math and science, the the strategy of Preview-View-Review was implemented in those grade levels, as well as the bilingual strategies of Bridge and Translanguaging. Conclusions: The Preview-View-Review bilingual strategy provides English Learner Newcomer students with opportunities to learn academic concepts using cross-linguistic connections to transfer different aspects of language and at the same time allow students to pair-share in their home language to summarize key concepts. In addition, data findings from this case study demonstrates that when bilingual and ESL teachers personalized instruction for English Learner Newcomer students have the opportunity to prioritize their own goals, learn at their own pace, and be the owner to their learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]