Bilingualism refers to the ability to communicate effectively in two languages across personal, academic, and social contexts. In education, bilingualism extends beyond language proficiency to include how students use both languages to learn and demonstrate understanding. Bilingual education, therefore, involves using two or more languages as mediums for teaching and assessment (García & Woodley, 2014).
In the United States, bilingual instruction has taken many forms, from transitional bilingual programs—designed to help students shift gradually to English—to two-way dual language programs, which promote bilingualism and biliteracy for all students (Polanco & Luft de Baker, 2018). While all bilingual programs aim to support students’ English language and literacy development, only some also sustain and value students’ heritage language (HL), viewing English as an addition rather than a replacement (Roberts, 1995).
An English learner (EL) is defined by the Institute of Education Sciences’ National Center for Education Statistics (NCES, n.d.) as a student who has enough difficulty in English to be denied the opportunity to learn successfully in classrooms where the language of instruction is English. “Such an individual (1) was not born in the United States or has a native language other than English; (2) comes from environments where a language other than English is dominant; or (3) is an American Indian or Alaska Native and comes from environments where a language other than English has had a significant impact on the individual’s level of English language proficiency” (NCES, n.d.). Although the governmental label for students acquiring English on top of their heritage language is EL, in this article, we will refer to them in the more inclusive term of emergent bilingual students (EB). The EB title relates to the students’ potential in their bilingualism, whereas EL signifies a limitation or lack in comparison to their peers who speak English (García, 2009).
Bilingual education programs serve as an umbrella term for instructional models that utilize both the home language of EB students and English to teach academic content (Escamilla, 2010). Upon entering the U.S. school system, many EB students are placed in such programs to support both language development and subject learning. However, the availability of bilingual programs varies widely across states and districts. A key challenge is staffing—effective implementation requires a sufficient number of qualified bilingual teachers, administrators, and support staff. Districts with large populations of students who share the same first language (for example, Spanish in Texas, California, and South Florida) are more likely to offer bilingual program options. In contrast, other districts may lack the capacity to do so.
Across the United States, schools serve EB students through a range of program models that differ in how much they support bilingualism and biliteracy. Bilingual education is one approach among several, alongside English as a Second Language (ESL) instruction and the Sheltered Instruction (SIOP) Model. These models vary in the extent to which they use the students’ home language and in how they integrate language and content instruction (Colorín Colorado, n.d.). The following sections provide an overview of several common instructional models used to serve EB students across U.S. schools.
English as a Second Language (ESL) instruction explicitly teaches English, often through pull-out or push-in formats, and focuses on developing speaking, listening, reading, and writing skills in English (Fitzgerald, 1995). ESL instruction can be offered independently or in conjunction with other instructional methods.
Bilingual Education refers to programs that use students’ home language along with English to teach academic content, supporting both bilingualism and biliteracy. Common models include:
The Sheltered Instruction (SIOP) Model integrates language development with subject-area learning. Teachers use visuals, modeling, and scaffolding to make content accessible while supporting English language growth (Echevarría et al., 2008).
In the classroom, teachers can employ a variety of strategies to make instruction more engaging and meaningful for EB students. Techniques such as using visuals, gestures, and modeling help support comprehension and ensure that all learners can access academic content. Additionally, designing lessons that connect students’ home languages and cultures to classroom learning expands their understanding, affirms their identities, and builds new knowledge upon their existing background experiences (Cummins, 2001; Moll, 1992).
Collaboration between ESL/bilingual specialists and general education teachers is also essential to provide consistent language and literacy support across subjects (Honigsfeld & Dove, 2019). Classrooms should include bilingual books and other multilingual resources, as these materials help sustain students’ HL development while promoting engagement and pride in their linguistic heritage. For additional practical insight, educator and researcher Kelley Taksier discusses strategies for selecting and using bilingual texts to sustain children’s heritage languages in their 2025 article, “Using Bilingual Texts to Support Emergent Multilingual Children’s Heritage Language” (linked here; Taksier, 2025). Finally, the use of word walls, visual supports, and scaffolded assignments can further enhance comprehension and participation for all students (Echevarria et al., 2008). If you’re looking for excellent resources or guidance on bilingualism and multilingualism, be sure to visit the Colorín Colorado website. They offer a rich Resource Library with tip sheets, research reports, and multilingual materials for educators and families. You’ll also find sections on Bilingual & Dual-Language Education featuring articles, toolkits, and policy overviews. Their Literacy Instruction for ELLs area includes strategies, classroom videos, and family supports to help make reading and writing more accessible.
EB students make up more than one in ten students in U.S. schools (National Center for Education Statistics, 2024). When we invest in strong bilingual programs, we open doors and give every child the tools to thrive. Bilingualism doesn’t just strengthen the brain; it builds problem-solving skills, creativity, and confidence. More importantly, it affirms who students are. When classrooms honor every language and culture, they become places where children see themselves as capable learners and valued members of their communities.
Emergent Bilingual students deserve more than just access; they deserve instruction that truly teaches them to read, write, and think in ways that reflect their full potential. Their futures should be defined by their strengths, not limited by missed opportunities.
References
Bilinguistics. (n.d.). Bilingual education models. Retrieved October 6, 2025, from https://bilinguistics.com/bilingual-education-models/
Colorín Colorado. (n.d.). Program models for teaching English language learners. Retrieved October 7, 2025, from https://www.colorincolorado.org/article/program-models-teaching-english-language-learners
Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model.
Escamilla, K. (2010). Bilingual education programs: Maintenance, transitional, and dual language. In Encyclopedia of cross-cultural school psychology (pp. 145-149). Springer, Boston, MA.
Fitzgerald, J. (1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27(2), 115-152.
García, O. (2009). Emergent Bilinguals and TESOL: What’s in a Name?. Tesol Quarterly, 43(2), 322-326.
García, O., & Woodley, H. H. (2014). Bilingual education. In The Routledge handbook of educational linguistics (pp. 132-144). Routledge.
Honigsfeld, A., & Dove, M. G. (2019). Collaborating for English learners: A foundational guide to integrated practices. Corwin press.
Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational researcher, 21(2), 20-24.
National Center for Education Statistics. (n.d.). Glossary. Condition of Education. U.S. Department of Education. Retrieved September 2, 2025, from https://nces.ed.gov/programs/coe/glossary#e
National Center for Education Statistics. (2024). English learners in public schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgf
Polanco, P., & Luft de Baker, D. (2018). Transitional Bilingual Education and Two-Way Immersion Programs: Comparison of Reading Outcomes for English Learners in the United States. Athens Journal of Education, 5(4), 423-444.
Roberts, C. A. (1995). Bilingual education program models: A framework for understanding. Bilingual research journal, 19(3-4), 369-378.
Taksier, K. (2025, August 26). Using bilingual texts to support emergent multilingual children’s heritage language. [Blog post]. ALSC Blog. https://www.alsc.ala.org/blog/2025/08/using-bilingual-texts-to-support-emergent-multilingual-childrens-heritage-language/