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2. Common Practices for Recruiting, Training, and Retaining ...

   ies.ed.gov/.../pdf/common-bractices-bilingual.pdf

   School districts and institutions of higher education form partnerships by first articulating a clear vision and goals for increasing the number of bilingual and diverse teachers. They collaboratively create an evidence-based plan that includes ongoing and comprehensive evaluation, with proce-dures for data collection, reflection, and refinement.

3. Recruiting and Retaining Bilingual Teachers—A Resource Brief

   files.eric.ed.gov/fulltext/ED624965.pdf

   This brief provides resources that highlight examples of strategies, programs, and initiatives that help states, local education agencies, and school districts address the shortage of certified bilingual and second language teachers. This brief also includes additional resources related to recruiting, retaining, and supporting teachers.

4. Biden-Harris Administration Launches “Being Bilingual is a ...

   www.ed.gov/news/press-releases/biden-harris...

   As part of its Raise the Bar: Create Pathways for Global Engagement, the Biden-Harris Administration today launched “Being Bilingual is a Superpower,” an initiative by the U.S. Department of Education (Department) to promote multilingual education and bolster high-quality language programs and a diverse multilingual educator workforce across the country.

5. Benefits of Multilingualism Infographic - ed

   ncela.ed.gov/.../20200805-NCELAInfographic-508.pdf

   Knowing more than one language from birth, acquiring a new language through school, or learning languages later in life, can provide tangible advantages in many areas. From delaying cognitive signs of aging, to earning college credits, and getting a better job offer, multilingualism is an asset that can benefit COGNITIVE.

6. Bilingual Education and America’s Future: Evidence and Pathways

   files.eric.ed.gov/fulltext/ED628814.pdf

   policies that allow and support bilingual education, while communities, districts, and schools across the country are engaging in grassroots bilingual program development and expansion. As interest in bilingual education across audiences grows, the resources and knowledge available to support implementation has grown in parallel.

7. Breaking the Cycle of Failure for Culturally and ... - ed

   files.eric.ed.gov/fulltext/EJ1360921.pdf

   Thus, the dominant practices at school can create particular challenges for emergent bilingual students. In this article, authors use the term “CLD students” to refer to a) students whose home language(s) are one other than or in addition to English (e.g., English Learners, b) students who