Reflections from the Field
Elizet H. Moret, ED.D.
Former Dual Language Program Specialist, Texas Education Agency, Austin, TX; Director of Biliteracy and Family Engagement, Velázquez Press
Dual language matters! That’s what parents say when they realize the benefits of dual language education. As a previous school district administrator, I have relied on the research of Drs. Thomas and Collier to inform parents and board members regarding the outstanding effects of dual language education. Their new book, Why Dual Language Schooling, a succinct summary of 30 plus years of research, will support the work of any administrator advocating to provide students with the opportunity to compete in a global economy, while adding value to students’ cultures, heritages, and languages.
Chuck Ransom
Former Superintendent, Woodburn School District, Woodburn, OR
As our K-12 Dual Language Program here in Woodburn, Oregon, nears its 20th year, we reflect on both the inspiration and resolve we have taken from the work of Dr. Thomas and Dr. Collier. Their initial and ongoing contributions have been essential to our journey. We look forward to our continued partnership with a shared commitment to make our public education system in Oregon and the nation one that supports our students to learn and lead in a global society.
James J. Lyons
Policy Attorney and Consultant, Arlington, VA
Much of the research on the most effective methods for instructing children who speak a language other than English but who are limited in their English proficiency suffers from one of two limitations: limited empirical data or rudimentary theoretical conceptualization. The team of Collier and Thomas overcomes these common limitations. Dr. Wayne Thomas is a master of analyzing "big data" on the academic progress of hundreds of thousands of linguistically diverse children in different types of instructional programs across the US. Dr. Ginger Collier is a master of "big theories" about how and why the language of instruction affects the academic development of linguistically diverse students. Together, they both prove and explain why dual language should be the US. standard for all students living in a transformed world.
Cindy Sizemore
Ysleta Independent School District, El Paso, TX
In 2005, we graduated our first class of dual language students -- eight young men crossed through the portal to receive their high school diploma embossed with a dual language honor seal. Since then, two have earned university diplomas, and one has begun a Masters program in international business. In 2006, 14 students followed their trail, broadening the path. And in 2009, 64 dual language students graduated from three Ysleta high schools! The path is indelibly laid, the portal is open, and there is no turning back. Our dual language graduates are now present in growing numbers in our universities, military, and workforce, forever changing their lives and ours as they continue to lead and serve. They are emboldened, empowered, and equipped by an educational experience characterized by high expectations for biliteracy, cultural competence, and service. Drs. Collier and Thomas write about the "Astounding Effectiveness of Dual Language Education for All," and what I have been privileged to witness is not merely an effective education for all students, but a truly transformational one. Dual language education, K-12, cultivates each individual's greatest human potential and guides him or her in molding it, adapting it, wielding it, and giving it voice to create a future that will astound us all.
Michele Anberg-Espinosa, Ed.D.
Assistant Professor, Simpson University, Redding, CA, and Former World Language/Dual Language Program Administrator,
San Francisco Unified School District, CA
".. and justice for all" ... Something heard every day in the hallways of our schools across the country, yet still remaining to be seen. Equity-minded, visionary schools and districts dare to believe that justice for all can and should be their primary focus, and consequently adopt board policies that make equity and access a priority. Then they walk the talk, recognizing that their culturally and linguistically diverse populations create a golden opportunity to promote equity and equity-mindedness for all involved. They understand that gap closure is best accomplished through directly and unapologetically addressing the linguistic and cultural needs of their student populations. For more than 28 years, the equity-minded, visionary research of Wayne Thomas and Virginia Collier has confirmed that well-implemented two-way dual language programs are the optimal program to close the achievement gap for English learners, and this research has been the driving force for the adoption of two-way dual language programs around the country. Their research and undying commitment to sharing the message has indeed inspired schools and districts to dare to believe that we can, one classroom at a time, move closer to the goal of justice for all.
Emily Bivins, ED.D.
Former Principal, Frank Porter Graham Bilingüe, Chapel Hill-Carrboro City Schools, NC
My life has been dramatically changed by the work of Dr. Thomas and Dr. Collier—as have the lives of students, families and teachers I lead. I have never met researchers so committed to the true work of equity, language, and culture. Their research has inspired pedagogical and cultural connections that have changed the face of education in our district. We now have the research to inform quality dual language program implementation and tough decisions about expansion, enrollment, and curriculum to support all groups of students, especially those least successful in traditional schools.
Christine Sims, Ph.D.
Acoma Pueblo
Director, American Indian Policy Research and Teacher Training Center, University of New Mexico
In the American southwest, where American Indian language maintenance programs have emerged over the last decade, one-way heritage language immersion approaches have supported American Indian students in re-learning these languages. The long-term research of renowned researchers such as Virginia Collier and Wayne Thomas has both enlightened and bolstered practitioners and teachers of American Indian languages. In several Pueblo Indian tribes of New Mexico, for example, such research has been instrumental in developing language programs that have brought renewed value to languages spoken nowhere else in the world. Their research has validated the wisdom of maintaining heritage languages rather than trying to erase them in deference to English. Furthermore, their studies have shown that students can indeed make academic gains by maintaining and developing heritage languages while at the same time developing strong academic English skills. Tribal communities are observing that children who are afforded consistent language learning opportunities in well-developed language programs are making important strides towards becoming the next generation of American Indian language speakers.
Francisca Sánchez
Retired California superintendent
Past president, California Association for Bilingual Education
Dual Language Education for a Transformed World provides districts, schools, and practitioners with essential guidance and affirmation in their work to establish sustainable English learner success, while creating the necessary environments for English speakers to acquire the multilingual competency required to thrive in the 21st century. I know the challenges facing socially-conscious educators, and Thomas and Collier’s work represents an array of powerful tools to meet those challenges.
Wilma Valero
Former Director, Programs for English Learners
School District U-46
Elgin, Illinois
Bilingual educators throughout the United States have always had the burden of proof in demonstrating the benefits of learning a second language and at the same time, maintaining the richness of a maternal language that nourishes and defines the essence of our cultural identity in this global society. Throughout the years, anecdotal and local opinion were our only tools of defense and support in the holistic development of our students. The revolutionary work of Thomas and Collier unified and empowered educators and provided us with a common language. This empirical common language, complimented with processes and schemas provided by Thomas and Collier, has demonstrated without a doubt the effectiveness of bilingual education, regardless of the sociopolitical matrix that surrounds our field. At the national level, their longitudinal research and data has created an environment to develop additive instructional programs. In our district, this data has been instrumental not only in our move from transitional bilingual education into the dual language program models but also in the expansion of a program in which two linguistic groups form part of one learning community where each and every student’s language and culture are recognized
Michael Shapiro
Past President, Washington Association for Bilingual Education
The research and writings of Virginia Collier and Wayne Thomas have served as a starting point and ongoing guiding pillar for most dual language programs in Washington State. Their pertinent, targeted, long-term work has served as a solid foundation upon which is layered additional work by other researchers. When it comes to research on second language learners, the vast body of work by Collier and Thomas is regularly cited in our state and globally. They have been on a long mission of making dual language program information accessible to those striving to best meet the needs of dual language learners. Their work always paints a clearer picture of results achieved through high quality dual language education.
Joan Lachance, Ph.D.
Associate Professor, College of Education
University of North Carolina at Charlotte
As North Carolina remains steadfast in our commitment to the expansion of K-12 dual language programs, these new resources are instrumental to our continued efforts to create accessible, first-rate dual language classrooms. The administrator focus of the third book in this series by Drs. Collier and Thomas will have a resounding impact on myriad stakeholders for new program development as well as current program enhancement.
Pauline Dow, Ed.D.
Vice President, The Holdsworth Center,
A Leadership Institute for Texas Public Schools
Austin, TX
This dynamic book for administrators amplifies the value of knowing two or more languages and the crucial role of district and school leaders, educators, and community in promoting bilingualism through well-implemented dual language programs.
Ester de Jong, Ed.D.
Professor, University of Colorado-Denver
The work of Collier and Thomas provides teachers and administrators with research-based tools to implement and advocate for effective practice for bilingual learners. Their comprehensive synthesis of research on high-quality dual language education is unique in its scope and invaluable for experienced and novice dual language educators alike.
Bill Rivers, Ph.D.
Executive Director
Joint National Committee for Languages
The comprehensive collection of articles in Transforming Secondary Education: Middle and High School Dual Language Programs provides a roadmap for dual language immersion in our nation’s middle and high schools, drawing on research and successful programs from a diverse set of schools. As demand for dual language immersion grows among parents and community leaders, the work of Thomas and Collier and their colleagues should be on the desk of every secondary school principal, school board member, and superintendent.
Jan Gustafson-Corea
Chief Executive Officer
California Association for Bilingual Education
Nationwide and in California, the exponential growth of PreK-12th grade dual language immersion pathways is impressive! The focus for guidance on the systemic, academic, and social-emotional elements needed for the middle school and high school levels is loud and clear, and as always, Collier and Thomas have stepped in to offer a clear look at what it takes to create successful and sustainable programs! Kudos for offering this focus!
Olivia Hernández, Ed.D.
Former Assistant Superintendent, Bilingual/ESL & Migrant, San Antonio Independent School District, TX; Consulting Partner, Southwest Region, The New Teacher Project
Drs. Collier and Thomas’ research and guidance has been invaluable throughout my journey leading the implementation of dual language programs. Their fifth book, focused on secondary dual language, is a carefully compiled collection of first-person contributions from experienced and knowledgeable dual language educators. It provides a treasure trove of strategies for launching and enhancing secondary dual language programs in school districts of all sizes.