The Biliteracy framework capitalizes on the linguistic resources that English language learners bring to their classroom (Escamilla et al., 2014). Research indicates that success for English language learners hinges on comprehensible content instruction and literacy instruction in their native language and English. The implementation of the Biliteracy framework in a school district with a high population of English language learners indicates that professional development for teachers and administrators should be presented when the Biliteracy framework is introduced. Program budgets must be detailed and carefully considered in order to assure successful framework development. Program monitoring measures must be carefully considered and presented so that all stakeholders understand their role in the successful implementation of the framework.
","abstract_html":"<p>The Biliteracy framework capitalizes on the linguistic resources that English language learners bring to their classroom (Escamilla et al., 2014). Research indicates that success for English language learners hinges on comprehensible content instruction and literacy instruction in their native language and English. The implementation of the Biliteracy framework in a school district with a high population of English language learners indicates that professional development for teachers and administrators should be presented when the Biliteracy framework is introduced. Program budgets must be detailed and carefully considered in order to assure successful framework development. Program monitoring measures must be carefully considered and presented so that all stakeholders understand their role in the successful implementation of the framework.</p>","abstract_has_math":false,"creators":["Kaye, Piedad"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Harrington Gibson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Bilingual","ELL","Transitional Bilingual Program","Biliteracy","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/214","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Kaye, Piedad"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual","ELL","Transitional Bilingual Program","Biliteracy","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/214"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Biliteracy framework capitalizes on the linguistic resources that English language learners bring to their classroom (Escamilla et al., 2014). Research indicates that success for English language learners hinges on comprehensible content instruction and literacy instruction in their native language and English. The implementation of the Biliteracy framework in a school district with a high population of English language learners indicates that professional development for teachers and administrators should be presented when the Biliteracy framework is introduced. Program budgets must be detailed and carefully considered in order to assure successful framework development. Program monitoring measures must be carefully considered and presented so that all stakeholders understand their role in the successful implementation of the framework.
"]},{"key":"dc:title","label":"Title","values":["A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson","Elizabeth Minor"],"dc:creator":["Kaye, Piedad"],"dc:date.available":["2019-01-24T08:00:00Z"],"dc:description.abstract":["The Biliteracy framework capitalizes on the linguistic resources that English language learners bring to their classroom (Escamilla et al., 2014). Research indicates that success for English language learners hinges on comprehensible content instruction and literacy instruction in their native language and English. The implementation of the Biliteracy framework in a school district with a high population of English language learners indicates that professional development for teachers and administrators should be presented when the Biliteracy framework is introduced. Program budgets must be detailed and carefully considered in order to assure successful framework development. Program monitoring measures must be carefully considered and presented so that all stakeholders understand their role in the successful implementation of the framework.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/214"],"dc:subject":["Bilingual","ELL","Transitional Bilingual Program","Biliteracy","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education"],"dc:title":["A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}