Biliteracy Trajectories: Supporting literacy development in two languages - Whitepaper Final

Sep 15, 2026

Whitepaper presents a research-based framework for assessing biliteracy development through holistic trajectories across two languages, addressing gaps in assessment practices that lag behind the growth of bilingual/dual language programs. It argues that dual language effectiveness cannot be judged solely through monolingual English measures or parallel evaluation that treats languages as separate. Using national large-scale assessment data for 13,000+ students, the paper validates hypotheses and proposes biliteracy benchmarks for distinct learner profiles.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages39

Reading Time1 h 38 min

AccessFree to download

Introduction

Origin of biliteracy trajectories: Method & approach

CCShaotallrptecAetsir 3ngsesasndmeanntsaldyazingta for the trajectories

CSI hantetarptrpAer 4retssei ng key fissmentsnddaings frota analmysitshe

Conclusion

Appendix for grades: B2–ilit6eracy benchmarks

Contributors

References

Whitepaper Biliteracy Trajectories: Supporting literacy development in two languages Introducing the Renaissance Star assessment Biliteracy Trajectories Project Contents 03 | Introduction 05 | Chapter 1 Origin of biliteracy trajectories: Method & approach 11 | CERlhaevenpaatetisirns2ganbcilei’nsgsuatralteducationegic appro: ach 14 | CCShaotallrptecAetsir 3ngsesasndmeanntsaldyazingta for the trajectories 21 | CSI hantetarptrpAer 4retssei ng key fissmentsnddaings frota analmysitshe 30 | Conclusion 32 | Appendixfor grades: B2–ilit6eracy benchmarks 37 | Contributors 38 | References 2 Biliteracy Trajectories | Table of Contents Introduction By Dr. Kathy Escamilla It is often said that the greatest compliment that can be paid to an educator is to see her students surpass her teachings and knowledge. In the case of this whitepaper, there is no doubt that las estudiantes han sobrepasado a la maestra (the students have exceeded the teacher) . Over the past two decades, the US has seen the rapid expansion of bilingual/dual language programs, with concomitant enthusiasm for embracing the idea that the development of bilingualism, biliteracy, and biculturalism is advantageous for all students in the country. Unfortunately, however, our assessment policies and practices to inform us about developing biliteracy have not kept pace with the expansion of instructional programs. All too frequently, the efficacy of dual language programs is judged by monolingual English assessment practices and standards. Even practices that assess students in two languages—such as Spanish and English—frequently evaluate each language separately, a practice commonly referred to as parallel assessment. Teachers, researchers, and others in the field have argued that if the potential of bilingual/dual language programs is to be realized, we must develop and utilize holistic biliteracy assessment practices that employ assessments in two languages in ways that enable us to understand: 1. Development in each language, such as Spanish and English; and 2. The interaction between the two languages as we are assessing achievement and progress. In short, we have long argued for research and practices that are based on holistic theories of biliteracy and how the theory might be applied to assist practitioners in building trajectories toward biliteracy and instructional programs. Building on and honoring the nascent research base in this area, this whitepaper addresses many of the most commonly posed and vexing questions about how to build and interpret trajectories toward biliteracy, including how these trajectories are influenced by children’s home languages (Spanish or English), and—perhaps most importantly—how these trajectories are influenced by children’s opportunities to participate in dual language programs over time. In a few short chapters, this paper presents a treasure trove of information that adds new and critical empirical evidence about trajectories toward biliteracy that can enrich the current context in which dual language/bilingual programs are being implemented by providing tools to assess children’s progress toward biliteracy in a way that can be readily taken up by practitioners and policy makers. The research design is noteworthy and adds to the confidence that can be placed in its findings. The design combined robust quantitative research methods, a biliterate theoretical lens, and an asset-based orientation to use national data from large-scale assessments to develop trajectories for over 13,000 students with similar linguistic profiles who attend various types of bilingual/dual language programs. Biliteracy Trajectories | Table of Contents Results reported provide validation to many important working hypotheses in the field, as well as new and highly relevant findings, including: 1. Bilingual experiences are not monolithic or homogeneous. There is not one bilingual trajectory, but mul

FAQs

Why does the paper argue that monolingual English assessment is insufficient for dual language programs?

It explains that bilingual program impact is often judged using monolingual standards, which do not capture development across both languages. It also notes that parallel assessment can treat languages separately and misses interaction effects.

What is the core goal of holistic biliteracy assessment in two languages?

The paper calls for assessments that reveal (1) development in each language and (2) how the two languages interact while achievement and progress are being measured. This supports understanding biliteracy trajectories over time.

How was the study designed to develop trajectories and benchmarks?

The research combines robust quantitative methods with a biliterate theoretical lens and an asset-based orientation. It uses national large-scale assessment data to build trajectories for 13,000+ students with similar linguistic profiles.

Sep 15, 2026

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