2. Bilingual programs work against the tide of
English – only assimilation to foster
bilingualism and multiculturalism in our
students. While the role of schools is critical to
this charge, we cannot succeed without the
support of families and communities
( Fishman, 1991 ).
There is a lot of negative (mis)information
regarding native language use and
bilingualism circulating in the media. Too
often, families of emergent bilingual students
are told to speak more English at home as a
means of increasing their proficiency.

3. Prominent researcher Catherine Snow
( 1997 ) maintains parents can best support
their child(ren)’s education by speaking to
them in their native tongue. One of the
most important gifts that families can give
their children id the gift of language.
Fluent language allows students to
communicate in complex and sophisticated
ways that will jump – start their learning
additional languages, such as English.

4. The earlier families can get information
about the cultural, cognitive, social, and
economic benefits of bilingualism and
bilingual education, the better.
Since bilingual educators tend to have
strong bonds with families, you may be in
a position to confer with parents about
not only your students, but about the
native language use, development, and
eventual bilingualism of their younger
siblings.

5. Districts and schools can create informative
brochures that dispel myths about bilingual
education, and hold sessions that outline the
process of ( second ) language teaching and
learning.
Even when schools and families stress the
importance of the native language, students often
get the message early on that English is the
language of power.
It is important for students to understand the
importance of being bilingual and biliterate. At
the start of the school year, we can talk with
students about why they are in bilingual
classroom and now that offers unique
opportunities.

6. Families can be powerful advocates
for bilingual teachers and programs
because they can often voice issues
that would be difficult for teachers to
speak about without reprimand or
risk to their jobs.
The role of families cannot be
underestimated as we fight to keep
and expand spaces for bilingual
programs.

7. Teaching to test has become increasingly common as
the stakes associated with standardized tests, such as
grade promotion and graduation, have increased over
time – especially under No Child Left Behind (NCLB).
Because standardized testing in all likelihood will be a
part of U.S educational culture for many years to
come, simply resisting the pressure to teach to the test
is not enough. Allowing students to critically explore
the rationale behind standardized tests, including the
ways in which they can promote deep thinking and
provide motivation for students to do well on such
tests.

8. It is impossible to do well on a test without
acquiring the content that is tested or the
strategies required to deduce the correct
answer. There are, meaningful and
relevant ways to prepare students for this
experience .
While it’s impossible to completely avoid
teaching to the test given the current high
– stakes environment, we must also be
cognizant of teaching to the whole child.

9. Integration of subject areas becomes
key. For instance, there are many
opportunities to combine language
arts ( in English or the LOTE ) with
social studies.

10. Russian bilingual teacher Beth describes what
has become far too commonplace for bilingual
educators: Lack of participation in the local
school decision-making process. This is often the
result of a top-down approach to how and what
teachers must teach.
The words of Chinese bilingual teacher Xi
illustrate what happens when bilingual
educators do find their voice. They often learn
that if they question school policies, they can
expect a lack of concern and institutional
inaction.

11. Collective advocacy is not only safer, but also
more effective. As noted parents can often be
exceedingly powerful allies. Community and
professional organizations also play a vital role
in advocacy, and maintaining a voice in the
media is crucial to changing human perspectives
over time.
In the proposed Heuristic for Advocacy Among
English Language Professionals (ELPs), Mallett
(2009) puts forward a structured framework in
which research-based knowledge and classroom
experience are positively linked to advocacy-
oriented efforts.

12. The model, comprised of five interwoven and
non sequential stages, outlines five stages
that propel us toward active advocacy.
Stages One – Inquiry: Recognizing a problem that
is negatively affecting ELLs and/or ELPs (English
language professionals) at the local, state and/or
national level
• Taking part in informal conversations about
problematic issues related to aspects of
professional practices
• Reflecting on institutional, local, state, or
national forms of discrimination

13. • Noticing unfair practices that effect ELLs and/or
ELPs
• Being asked to address a language-related social
issue that is unfamiliar
Stage two-Consciousness: Gathering information
related to the recognized problem that is negatively
affecting ELLs and/or ELPs at the local, state, and/or
national level
• Forming common-cause coalitions
• Joining professional groups
• Participating in discussions
• Conducting primary and secondary research to
further understanding of the issue
• Asking questions

14. Stage Three-Critique: Addressing the recognized
problem that is negatively affecting ELLs and/or
ELPs at the local, state. And/or national level
• Delivering a conference research paper
• Discussing issues with like-minded people
• Supporting and inspiring research and
advocacy among other ELPs
• Arguing one’s perspective with opposing
parties
• Listening to and respecting those who have
different views

15. Stage Four-Vision: Constructing a plan to ameliorate the
recognized problem that is negatively affecting ELLs
and/or ELPs at the local, state, and/or national level
• Contacting decision maker(s) in order to
establish communication
• By passing or pushing past gate keepers
• Collaborating with others regarding details of
the proposed plan for action/change
• Preparing to meet with decision makers
• Assessing audience in terms of how issues
should be framed and what data be persuasive

16. Stage Five-Action: Communicating with decision
makers a specific plan designed to address the
recognized problem that is negatively affecting
ELLs and/or ELPs at the local, state, and/or
national level
• Informing the public about the problem and
what is needed to improve the current
situation
• Keeping issue-relevant information in the
forefront of other’s minds