Academic difficulties are experienced by nonmainstream English-speaking students when their linguistic knowledge and use are at odds with the required linquistic code of school. Bidialectal instruction is a way to help these students develop maninstream English-speaking skills for greater academic achievement while not eradicating their nonmainstream English skills. The rationale for one school system's bidialectal instruction model is presented along with a description of program content and its success rate.
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