[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-268915-105":59,"doc-detail-268915-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","biliteracy-trajectories-supporting-literacy-development-in-two-languages-whitepaper-final","Biliteracy Trajectories: Supporting literacy development in two languages - Whitepaper Final","","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.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/biliteracy-trajectories-supporting-literacy-development-in-two-languages-whitepaper-final/268915/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/biliteracy-trajectories-supporting-literacy-development-in-two-languages-whitepaper-final/268915.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",18,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why does the paper argue that monolingual English assessment is insufficient for dual language programs?","Question",{"text":113,"@type":114},"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.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the core goal of holistic biliteracy assessment in two languages?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"How was the study designed to develop trajectories and benchmarks?",{"text":122,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268915,1789438969,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":19,"preview_urls":146},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Whitepaper  \nBiliteracy Trajectories: Supporting literacy development in two languages  \nIntroducing the Renaissance Star assessment Biliteracy Trajectories Project  \nContents  \n03 | Introduction 05 | Chapter 1  \nOrigin of biliteracy trajectories:  \nMethod & approach  \n11 | CERlhaevenpaatetisirns2ganbcilei’nsgsuatralteducationegic appro: ach  \n14 | CCShaotallrptecAetsir 3ngsesasndmeanntsaldyazingta for the  \ntrajectories  \n21 | CSI hantetarptrpAer 4retssei ng key fissmentsnddaings frota analmysitshe  \n30 | Conclusion  \n32 | Appendixfor grades: B2–ilit6eracy benchmarks  \n37 | Contributors  \n38 | References  \n2  \nBiliteracy Trajectories | Table of Contents  \nIntroduction  \nBy Dr. Kathy Escamilla  \nIt 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) .  \nOver the past two decades, the US has seen the rapid expansion of bilingual/dual language programs,  \nwith 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.  \nAll 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.  \nTeachers, 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:  \n1. Development in each language, such as Spanish and English; and  \n2. The interaction between the two languages as we are assessing achievement and progress.  \nIn 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.  \nBuilding 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.  \nIn 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.  \nThe 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.  \nBiliteracy Trajectories | Table of Contents  \nResults reported provide validation to many important working hypotheses in the field, as well as new and highly relevant findings, including:  \n1.  \nBilingual experiences are not monolithic or homogeneous. There is not one bilingual trajectory, but mul","cbCaiaddxlmwcHE3","https://ap.wps.com/l/cbCaiaddxlmwcHE3","pdf",9872479,39,"English","# Introduction\n## Origin of biliteracy trajectories: Method & approach\n## CCShaotallrptecAetsir 3ngsesasndmeanntsaldyazingta for the trajectories\n## CSI hantetarptrpAer 4retssei ng key fissmentsnddaings frota analmysitshe\n# Conclusion\n# Appendix for grades: B2–ilit6eracy benchmarks\n# Contributors\n# References","[{\"question\":\"Why does the paper argue that monolingual English assessment is insufficient for dual language programs?\",\"answer\":\"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.\"},{\"question\":\"What is the core goal of holistic biliteracy assessment in two languages?\",\"answer\":\"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.\"},{\"question\":\"How was the study designed to develop trajectories and benchmarks?\",\"answer\":\"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.\"}]","Biliteracy Trajectories: Supporting literacy development in two languages - Whitepaper Final | PDF",98,[147,151,155,159],{"page_no":8,"url":148,"width":149,"height":150},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/2e7bfd6b4f6aba3e39fb7149eec2fbb8.webp",983,1272,{"page_no":14,"url":152,"width":153,"height":154},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/101eeec6ba79f574e270de45a77e9354.webp",982,1270,{"page_no":81,"url":156,"width":157,"height":158},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/cb874a5831a50a868b1afba3d2401eec.webp",981,1269,{"page_no":19,"url":160,"width":161,"height":162},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/eed49d2b6778784921010d8c946f29a7.webp",980,1268]