Dual Language Program

Research shows numerous benefits for students who participate in dual language, including:

1. Educational - Students who learn literacy in one language can transfer those skills to their other language.

2. Cognitive - Students who understand two languages show more cognitive flexibility, creative thinking and problem-solving abilities compared to monolingual students of the same age.

3. Socio-cultural - Students in dual language programs develop positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners.

4. Economic - Knowing two or more languages enhances employment opportunities when students enter the work force.

There are universal concepts and skills that all students will learn, regardless of the language of instruction. These skills transfer from one language to another. Skills and concepts that are language specific are explicitly taught so students can gain full proficiency in both languages.

Developing academic language and literacy skills in two languages takes time, and students typically need at least six years to become proficient in both languages. Because of this, students in dual language classrooms may lag behind their monolingual peers in the early grades. However, ultimately, they should not only score as well as or higher than their monolingual peers, but they also will have acquired a second language for their lifelong use.

Academic Success

Dual language programs are based on over forty years of research showing the advantages of learning a second language through academic content instruction. Studies show (Thomas and Collier, 2009) that historically underserved students, especially English Learners, attain greater academic success when they participate in dual language programs.

Out-Perform Their Peers

Research demonstrates that both native English speakers and native Spanish speakers in well-implemented dual language programs tend to excel academically, outperforming their peers in traditional educational settings. (Thomas and Collier, 2012).

Mental Discipline

The mental discipline of learning a second-language system increases intellectual flexibility and translates into higher achievement in all subject areas. The longer the exposure to the second language, the more significant the cognitive advantages to the student (Genesee and Lindholm-Leary, 2009)

Multicultural Awareness

Knowledge of more than one language enables people to communicate in a variety of cultures and settings. A heightened level of multicultural awareness and communication skills foster intergroup contact and appreciation (Cummins, 1986, Ager 2005)

Teachers use a variety of sheltered instructional strategies to help students understand oral and written language without the need of translation.

Teachers adhere to the target language during instructional time rather than switching between languages so that students do not wait to hear the instruction in their stronger language.

Language development is a part of instruction in all content areas and teachers provide instruction on linguistic structures within the context of reading, writing and speaking.

Teachers make connections between the two languages to help students compare similarities and differences between languages and deepen their understanding of both languages.

While individual children vary, it typically takes students from one to three years to acquire social language (the language of the playground) and five years or more to acquire academic language (the language of school).

Continuing in the dual language program through grade twelve provides students with the opportunity to develop high levels of proficiency in both languages.

1. Cross-Culture Awareness - Students continue to learn and interact in an environment that celebrates diversity and promotes cross-cultural awareness.

2. Advanced Spanish Skills - Students take advanced Spanish courses and develop high levels of Spanish language and literacy.

3. Seal of Biliteracy - Bilingual students can earn the Oregon Seal of Biliteracy.

Parents can ask questions about the homework in the language spoken at home, thus giving the students opportunities to explain the assignment in their first language.

When students experience difficulty with homework assignments, parents can encourage them to attempt to complete the assignment to the best of their ability. If there are questions about an assignment, parents can communicate with the teacher.

Parents are not expected to model the student’s second language if they are not yet proficient in it.  Children will benefit more when their parents talk to them and read to them in their stronger language. This will develop a strong foundation in the home language, thereby preparing them to acquire their second language.

Students are encouraged to communicate and collaborate with peers for additional language practice and to complete assignments.