LAUSR

A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thomas and Collier 2002; August and Shanahan 2006) and between ELs who participate in these programs and those who do not (Steele, et al., 2017). The articles in this issue of the Bilingual Research Journal (Volume 41, Number 3) add to this body of knowledge and emphasize the importance of fidelity of implementation of a shared program vision and adherence to pedagogical practices known to be effective for English Learners. However, contributing authors caution that dissonance between research, policy, and practice can make it difficult to achieve the goals of bilingualism and biliteracy, cross-cultural competence, and high academic achievement.