Opening doors for bilingual students: Recommendations for building linguistically responsive schools

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and practice. Our research-based recommendations include the need for school actors to negotiate language policy and mandates, lay the necessary ideological foundations, build effective school structures and systems, and foster meaningful collaboration with families and communities. When teachers, administrators, counselors, families, and community members work together, schools can improve to promote the social, cultural, linguistic, and academic achievement of bilingual students. 10.1177/1365480212450235