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Example from LAUSD

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MEM-6425.3_Establishing a Dual Language Program                                                        _

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雙文學校中英文雙語教育成效顯著

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雙文學校中英文雙語教育成效顯著

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雙文學校中英文雙語教育成效顯著 - 大紀元

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聯邦教育部長鄧肯(Arne Duncan)曾表示﹐目前美國公立教育一個有待改進之處是外語教育。他說﹐基於外語教學資源的短缺﹐全國多數中小學都不提供外語課程﹐只有大學才有外語系。學習語言最好年齡畢竟是幼兒時期﹐因此美國不少華裔家長自己掏腰包週...

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Translating the Common Core for Dual Language

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Translating the Common Core for Dual Language

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Cape Verdean Creole Dual Language Program Proposal

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Cape Verdean Creole Dual Language Program Proposal

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Bank Street Dual Language Teacher Training Program

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Bank Street Dual Language Teacher Training Program

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Dual certified program

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Bank Street - Dual Language / Bilingual Programs

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There are seven program options. Bilingual students can choose a master's degree program that will allow them to receive general education certification, special education certification (if they already hold general education certification), or dual certification in special and general education, all with the bilingual extension, in one of two age ranges: Early Childhood (birth through grade 2) or Childhood (grades 1 through 6).

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MABE Dual Language Special Education Network

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MABE Dual Language Special Education Network

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Massachusetts Association for Bilingual Education - Dual Language Special Education Network

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MABE, MATSOL AND CEC MEMBERS IN GOOD STANDING - Special Educators, School Psychologist, Speech and Language Pathologist, and Educational Leaders interested in Special Education Issues (e.g., Moderate Special Needs, Director of Special Education, Institutes of Higher Education, Literacy and Instructional Coaches, Interventionists)

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Two-Way Language Immersion Program FAQ - Two-Way Immersion (CA Dept of Education)

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Two-Way Bilingual Immersion Programs in California frequently asked questions on two-way instructional approaches and other issues.

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Check out the timely professional development workshops for Minnesota language teachers sponsored by CARLA and language colleagues from CLV, MDE and MCTLC.

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Resources for Language Immersion Education.

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Find information about organizations, publications, websites, and listservs that support immersion education.

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One of the most important school factors impacting dual language learners' (DLLs) English acquisition is the educational model through which they are instructed. The ways DLLs are taught also impact their native language skills and content knowledge.

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New America's Dual Language Learners National Work Group provides a policy-driven focus on language learners in the early and elementary years. The Work Group conducts research, develops recommendations, and disseminates new ideas to policymakers, practitioners, and the public to improve outcomes for dual language learners (DLLs), children from birth through age eight who are learning English in addition to their native languages.

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Frequently Asked Questions about Immersion Education

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Get answers to frequently asked questions about immersion education.

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English language learners comprise nearly 10% of the K-12 public school student population in the U.S., and we can expect that number to rise. Traditional English as a second language (ESL) programs provide much-needed support through sheltered instruction and intensive review of vocabulary and grammar, but they don't allow students to make consistent use of their primary languages and cultures.

Not all English language learners are native Spanish speakers. However, data compiled by James Johnson , Director of the Urban Investment Strategies Center at University of North Carolina's Kenan-Flagler Business School, shows that Hispanics make up 51% of majority-minority neighborhoods and are the fastest growing demographic in the United States. At 14%, Hispanic teenagers are currently also the highest percentage of high school dropouts in the U.S. Johnson posits that to be successful, these students require soft skills-cultural and linguistic literacy and preparation for the world we live in now.

Dual language immersion programs support development of those soft skills in students, regardless of demographic backgrounds. The words "dual language immersion" or "bilingual classroom" sometimes cause the knee-jerk reaction of, "But students need to learn English!" I have personally heard that phrase spoken by parents and teachers alike throughout my experience as a dual language educator and program manager.

In reality, dual language immersion programs support both native Spanish speakers and native English speakers in becoming bilingual, bicultural and biliterate. By learning core content through Spanish language and culture, Spanish-speaking students learn to appreciate their own heritages and English-speaking students acquire access to another language and culture. These programs model the most effective methods for integrating students' first and second languages, which help them consistently score higher than peers in traditional programs on English standardized testing.

The cultural contexts of dual language immersion programs are what distinguish powerful, integrative language learning environments from curricular add ons that separate language and content. Establishing these learning environments doesn't require complete overhauls of established curricula or expensive program models. I witnessed a powerful example of integrated cultural context and language in a public school in Southwest Detroit.

Academy of the Americas, located in what's lovingly referred to as Detroit's "Mexicantown," seamlessly blends Spanish language learning with cultural and academic content in a way that honors the diverse backgrounds of students' families and communities. Even with limited resources, Academy of the Americas manages to maintain a bilingual program that fosters students' academic development. The school's neighborhood, which is almost 60% Hispanic and is a mix of Mexican and Central American cultures, exemplifies the effects of ethnic and racial segregation and is plagued by poverty and crime.

But the parents, teachers and students at the school take enormous pride in the Spanish language and its heritage. While the school is 98% Hispanic and serves almost entirely native Spanish speakers, the English speakers who live in the surrounding area are affected by the school community.

They go to restaurants owned by parents at the school or work with them at local businesses. Locals express their inspiration to learn another language because of the passion for learning they see at community events sponsored by the school.

By contrast, 30 minutes away in Ann Arbor where I attended the University of Michigan for graduate school, the public schools did not offer dual language immersion programs. Ann Arbor, unlike Southwest Detroit, is a relatively affluent community and is 73% white. I assisted with a heritage language after-school program that attempted to teach native Spanish speakers their own language. The parents of those students were often hesitant to speak Spanish at home and encouraged their children to only speak English at school. And many of those students were being outperformed by their English-speaking peers in reading and math.

Today, communities like Ann Arbor are taking note of the power of dual language immersion programs. It's becoming clearer that when students gain access to more than one language and are exposed to cultures outside of their own, the impact goes beyond test scores.
Meg Van Voorhis is the Manager of Dual Language Curriculum and Instructional Services at . Follow Meg on Twitter, VIF International Education Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page.

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Can Dual Language Programs Support English Language Learners?

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English language learners comprise nearly 10% of the K-12 public school student population in the U.S., and we can expect that number to rise. Traditional English as a second language (ESL) programs provide much-needed support through sheltered instruction and intensive review of vocabulary and grammar, but they don't allow students to make consistent use of their primary languages and cultures.

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WHY THE DUAL LANGUAGE IMMERSION APPROACH WILL CHANGE ACHIEVEMENT IN AMERICAN PUBLIC SCHOOLS

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WHY THE DUAL LANGUAGE IMMERSION APPROACH WILL CHANGE ACHIEVEMENT IN AMERICAN PUBLIC SCHOOLS

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For decades, the American educational system has struggled to create equal opportunities for the rapidly expanding population of students whose first language is not English. Too often, these students fail to achieve the same level of academic success as their peers; and the majority of past educational approaches to support English Learners (ELs) have proved neutral, at best.

Despite that more US students than ever are ELs, the achievement gap persists: Students who speak a language other than English at home are more likely to underperform in key subjects like reading and writing and less likely than their peers to graduate high school and enroll in college.

However, parents, teachers, community leaders, and the schools themselves can advocate for an approach that may well empower both multilingual and native English-speaking students. We believe the answer lies in dual language immersion programs.
All students no matter their native language stand to benefit from dual language immersion programs.
During the last decade, multiple research studies have demonstrated the significant cognitive benefits derived from early language learning, as well as the potential long-term educational and career benefits that multilingual students accrue.

Further research has found a meaningful connection between dual language immersion programs and academic success regardless of a student's native language. Now, with the culmination of a four-year comprehensive study of these programs in the Portland Public Schools District of Oregon, we have evidence that a dual language immersion classroom approach directly correlates with greater educational achievement.

Through a partnership with the RAND Corporation, Portland Public Schools, and American Councils for International Education, Dr. Robert Slater (who lends his expertise to research projects at American Councils) and his colleagues followed dual language immersion students in Portland Public Schools for four years and compared their educational gains to those of their non-immersion peers.

Funded by the Institute for Educational Science at the US Department of Education, the findings from this study are critical to advancing our understanding of dual language programs and advocating for dual language efforts around the US and, of course, to public schools across the country.
Why are the results of the study so critical for public schools across the US?
First, the RAND/American Councils study is the most rigorous and systematic research to-date examining the effects of dual language immersion on student achievement in reading, math, and science. Its power derives from the study's focus on 1,625 students, who were randomized to an immersion or a control group, and tracked from 2004 to 2011.

Second, Portland is a great model, particularly for small- to medium-sized cities. With a city population of about 600,000 including several significant minority communities the challenges that Portland Public Schools face are commonplace in many American school districts.

According to Dr. Slater, a particular challenge for the state of Oregon including Portland Public Schools is that it ranks in the bottom tier of state graduation rates. For Portland, like many other cities, its goal is to provide all students, no matter their background, an equal chance to succeed and graduate.

Third, Portland is an important school district to study because it has a rich history in dual language initiatives, launching its first dual language program in 1986. The school district now offers two types of language immersion programs in five languages. In two-way dual language classrooms, half of the students are native English speakers and half are native speakers of the partner language.

For example, in Portland Public Schools, you may find a classroom with a group of English-speaking and Mandarin Chinese-speaking students enrolled in an English-Mandarin Chinese dual language program.

Portland Public Schools also offers one-way programs in which the majority of the students in the classroom are new to the partner language. For example, a group of Spanish-speaking students would enroll in a Spanish and English dual language program. These types of one-way programs are particularly relevant for school districts with large pockets of heritage speakers.
But let's talk about the educational outcomes.
Dr. Slater and his colleagues found that students randomly assigned to dual language immersion programs outperformed their peers in reading in English by seven months in grade five and by nine months in grade eight. That amounts to almost a year ahead in reading level by the eighth grade compared with their non-immersion peers.

They also found no statistically significant benefits but also no detriment for math and science performance.

There is suggestive, but not statistically significant, evidence that the immersion benefit for reading is higher for students enrolled in Spanish immersion programs.

"We discovered that immersion students with a native language other than English have a three-point lower rate of classification as English Language Learners (ELLs) by the sixth grade and this effect is considerably larger by 14 points! if the students' native language matches the classroom partner language," says Dr. Slater. "This outcome demonstrates the enormous educational gains that multilingual students can make in a dual language classroom."

Additionally, the research team identified limited evidence that dual language immersion programs keep students in the public school system. This relationship needs further research and could be a game changer for public school enrollments. Significantly, there was no evidence that observable peer, teacher, or class size characteristics drive the effects of immersion on educational achievement.
It's also important to be realistic about the challenges to executing successful dual language immersion programs.
The greatest challenge, Dr. Slater is quick to note, is the demand for multilingual teachers who can also provide high-quality instruction. High-quality programs are key to maximizing the educational benefits for dual language learners.

Another key challenge is cultivating a long-term commitment to dual language programs on both the part of school districts as well as parents. Everyone has a stake in these programs and commitment is crucial to reach these increased levels of educational attainment.

Apart from the challenges, dual language immersion has the power to transform educational achievement in public schools across the country.

Just by implementing this approach, students perform substantially better in language arts, gain an earlier departure from English as a Second Language (ESL) status, demonstrate equal performance in math and science, and become bilingual. Not too bad!

Dual language immersion can offer public schools an opportunity to support historically underserved students while remaining an additive approach for all offering every student an equal playing field to excel and to accrue the significant benefits of bilingualism.

About Dr. Robert Slater, Co-Director of American Councils Research Center (ARC)
Dr. Robert O. Slater, for more than three decades, has been a national leader in creating innovative solutions to language issues across the nation. Formerly the Director of the National Security Education Program, he created and launched the Language Flagship effort, the National Language Service Corps, and numerous scholarship and fellowship programs that support the study of languages by US students from kindergarten through post-secondary education. Dr. Slater currently co-directs the American Councils Research division.

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Dual Language Immersion Will Change Achievement in American Public Schools

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For decades, the American educational system has struggled to create equal opportunities for the rapidly expanding population of students whose first language is not English. Too often, these students fail to achieve the same level of academic success as their peers; and the majority of past educational approaches to support English Learners (ELs) have proved neutral, at best.

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Multistate Association for Bilingual Education, Northeast - Resources

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(formerly known as Massachusetts Association for Bilingual Education)

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6 Lessons learned

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What regional or national organizations provide advocacy, resources, or services for dual language programs? What national or local conferences focus on Two-Way Immersion? How do I obtain articles and materials listed on the TWI bibliography page? How do I suggest an addition to this FAQ or to the TWI website?

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The Center for Applied Linguistics has worked with new and expanding TWI schools in Connecticut, the District of Columbia, Iowa, Maryland, Michigan, New York, North Carolina, Ohio, Texas, Virginia, and Wisconsin, and would be happy to work with your program as well.