Dual bilingual program

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Leadership is critical for ensuring that the program is well defined from the beginning and that there is schoolwide support and understanding of the program. This includes the secretarial, library, custodial, lunch-room and other school staff. Leadership needs to ensure that programmatic details are defined, well implemented and evaluated accordingly, both informally and formally at the appropriate times. Dual language programs have been shown to be the most effective way to close the achievement gap between ELs and native English speakers.

Program administrators need to be aware that these benefits do take place but will not happen overnight. Data collection should be conducted to document student progress in proficiency in both languages within the domains of listening, speaking, reading and writing. Academic achievement also must be assessed. Having a strong database illustrates stories of student success, provides feedback for improving the dual language program implementation, and builds support and credibility to continue this unique and incredible opportunity for students to become fully bilingual and biliterate.

Collier, V. Cummins, J. Krashen, S. Robledo Montecel, M. Villarreal, A. Kristin Grayson, M. Comments and questions may be directed to her via e-mail at feedback idra. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.

Phone: Fax: Cavazos Morgan Craven, J. Janie Daywood Reymundo R. Christie L. Goodman, APR Dr. Two-Way Dual Language refers to the group of students participating in the program as being from both of the languages used in the program model. Two-way programs support two language groups of students to become bilingual, bi-cultural, and bi-literate. For example, a mix of first language Spanish-speaking and English-speaking students would learn in both languages. Furthermore, research also demonstrates that students who have low-social economic status low-SES and even students with learning disabilities in special education will significantly outperform their peers not in DL program.

To learn more about the public dual language programs in your area, see the following sites:. Email Address. Dual Language Programs Explained. Submitted by Deborah C. Prekindergarten through first grade is taught entirely in Spanish. By second grade, students transition to math in English. In third grade, 30 percent of class is taught in English; the other 70 is in Spanish. Research has shown that the earlier children are exposed to languages, the better their chances of retention and proficiency.

Studies also show that studying a foreign language helps academic performance across subjects, narrows achievement gaps and enhances cognitive development. When the little girl explained the problem to Houk, she did so in Spanish. Although that little girl did not speak Spanish when she started school in the fall, she is already capable of relating a situation in her second language. A number of Puget Sound—area public school districts and schools have implemented language immersion programs.

This spring, the Washington Association for Bilingual Education held its conference in Bellevue and highlighted some of the local dual immersion efforts. Patrick Brown is the curriculum developer for additive bilingual programs for the Bellevue School District, where three elementary schools have two-way dual immersion Spanish classes and one school has a Mandarin program.

The programs are so popular that many parents of incoming kindergartners at Lake Hills Elementary request that their kids be in a two-way dual immersion program, and there are waiting lists, Brown says. And the two-way model benefits speakers of each language, Brown says. The English speakers have their Spanish-speaking peers to model the language and vice versa.

Kristin Percy Calaff, director of language learning at Highline Public Schools , sees a similar trend. The district offers dual immersion in both Spanish and Vietnamese. Highline realized the importance of bilingualism and included it in its strategic plan, Calaff says. Finding educational tools in Spanish, such as books, and instructors qualified to teach in Spanish are two obstacles many schools face.

Calaff is also a parent to fifth- and seventh-grade students, both of whom are in dual immersion. You really need to be committed to staying the course at least until middle school.