The academic success and language proficiency in Arabic of bilingual Arabic learners (BAL) in immersion programs have been limited by a lack of effective policies and practices that address the Arabic population's inclusive and equitable educational environment. This qualitative case study aims to provide insight into how academic leaders can…

This report summarizes feedback from Austin Independent School District (AISD) elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.

The New Bilingual Teacher Institute follow-up survey during March 2014 allowed new bilingual teachers in Austin Independent School District to reflect on how well their August 2013 training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.

Ten Austin Independent School District (AISD) elementary campuses implemented one-way and two-way dual language pilot programs in the 2010-2011 year. This report includes summaries of parent and staff's perception of its implementation, as well as students' levels of advancement in second language proficiency.

The focus of this paper examines how dual language education (DLE) programs are valuable. The literature shows that children do much more than just thrive in a dual language environment. According to research, children who are bilingual are cognitively, academically, intellectually, socially and verbally more advantaged than their monolingual…