One of the most urgent challenges in dual language education is ensuring that biliteracy instruction is accessible, effective, and equitable—particularly for students performing below grade level in both English and Spanish. In one-way 50:50 dual language programs, this challenge is heightened for learners whose foundational academic years were disrupted by the COVID-19 pandemic. Addressing this requires structured, research-based instructional practices that are responsive to students' linguistic, academic, and identity development (Beeman & Urow, 2013; Escamilla et al., 2014). This case study will be led by a practitioner-scholar who serves as both classroom teacher and trained educational researcher. It examines a refined instructional framework rooted in established biliteracy theories and adapted to the needs of multilingual learners performing below grade level. The framework integrates: the Science of Teaching Reading in English (Castles, Rastle, & Nation, 2018; Moats, 2020; Scarborough, 2001), biliteracy practices including Thedictado and metalinguistic bridging (Beeman & Urow, 2013; Escamilla et al., 2014), and literacy materials authored by writers from Spanish-speaking countries to promote linguistic and cultural authenticity (Del Valle, 2019; Escamilla & Hopewell, 2019). Equity in dual language education also demands sustained investment in bilingual teacher preparation, curricular coherence, and culturally responsive pedagogy (García & Kleyn, 2016; Menken & Sánchez, 2019; Valdés, 2017). In this session, participants will: (1) examine the study’s research design, instructional framework, and student learning data; (2) reflect on their own biliteracy practices; and (3) identify actionable strategies for implementation.