Dual Language Education—in Theory and Practice

Dual language programs combine the best of bilingual education for language minority students and immersion education for language majority students. Emerging results of studies of dual language programs point to their effectiveness in educating nonnative-English-speaking students; their promise of expanding our nation’s language resources by conserving the native language skills of minority students and developing second language skills in English-speaking students; and their hope of improving relationships between majority and minority groups by enhancing cross-cultural understanding and appreciation. (The National Center for Research on Cultural Diversity and Second Language Learning).  

MLC’s goals in implementing this program are that students will: 

·         develop high levels of proficiency in English and Spanish. 

·         perform at or above grade level in academic areas in both languages by eighth grade  

·         demonstrate positive cross-cultural attitudes and behaviors and high levels of self-esteem. 

The elements of a successful dual language program include the following : 

• Administrative Support/Instructional Leadership 
• Positive School Environment 
• High Quality Instructional Personnel 
• Professional Development/Teacher Training 
• Instructional Design Promotes Biliteracy 
• Student ratios (a balance of English and Spanish speakers in each classroom) 
• Parent Involvement and Home/School Collaboration 
• Duration of program 

- Requires long term commitment on the part of parents 

- Five to seven years to see full benefit

MLC’s Dual Language Model 

What does the Research Tell Us About Student Achievement in a Dual Language Program?

• English languages learners (ELs) and native English speakers (EOs) made significant progress in both languages. 

• Both groups scored at or well above grade level in both languages by middle school. 

• Both groups performed at comparable or superior levels compared to same-language peers in other educational settings. 

• On standardized tests in reading and math given in English, native English speakers out-scored their English-only peers in English-only classrooms. 

• English learners who learned English in a dual language program scored significantly higher than their peers in other programs. 

• Native English speakers typically achieve at higher levels in English than English learners 

• By middle school, native English speakers on average score above grade level in standardized tests of reading and math while ELs on average approach grade level. 

• When achievement was measured in Spanish, students in 90:10 programs scored higher than students in 50:50 programs. 

• More instructional time in Spanish positively affected achievement in Spanish and had no negative effect on achievement measured in English. 

• ELs in a Dual Language program do better than their peers in a regular program at traditional middle schools. In fact, ELs in a dual immersion program perform on par with the EO students in a traditional program.