Abstract
The multiple academic and social advantages of a dual language education are well known; yet there is little practical guidance for Catholic school leaders who are taking on this whole school change. This paper explores the necessary steps for Catholic school leaders to develop equitable dual language schools. Guided by the Gospel principles of love and justice and using the Community of Practice theoretical framework, the authors argue that taking thoughtful risks in transforming one’s school can lead to meaningful learning in service to culturally and linguistically diverse students. Seven main implementation areas for developing a dual language Catholic school are considered: Clear goals, vision, and mission; leadership and support; productive partnerships; quality personnel; knowledge of students and high expectations; recruiting, retaining and reassuring students and families; and cross-cultural curriculum and instruction. Practical insights, timelines for feasibility and implementation, as well as examples for school leaders are provided.
DOI
10.15365/joce.2502112022
First Page
188
Last Page
203
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Fuller, C., & Sada, E. (2022). Dual Language Catholic Schools: Innovation and Equity--Considerations for Making the Transition to Dual Language. Journal of Catholic Education. https://doi.org/10.15365/joce.2502112022
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