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Two-Way Dual Language Immersion: This model integrates native English speakers and native speakers of another language, providing instruction in both languages to promote bilingualism and biliteracy for all students (Christian, 1994).

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Support emergent bilingual students by enhancing both their English proficiency and academic success through specialized instructional approaches.

Bilingual education emphasizes teaching in both the student's native language and English, fostering bilingualism and biliteracy (Ovando & Combs 2011).

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A Bilingual Early Exit Program is a type of transitional bilingual education designed to help English Language Learners (ELLs) develop proficiency in English while maintaining their native language skills in the early years of schooling.

Early Transition to English – The goal is to transition students from their native language to full English instruction as early as possible, typically by the end of 2nd or 3rd grade.

Initial Instruction in Native Language – Students begin their education with instruction in their native language (such as Spanish) alongside English, which helps them grasp academic concepts while they develop English proficiency.

📌Example Quote (APA Citation):

"Bilingual Early Exit programs provide initial instruction in a student's native language while progressively introducing English to ensure literacy development before full immersion"(Slavin et al., 2011)

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A Bilingual Dual Language One-Way Program is a form of dual-language education designed for students who primarily speak the same non-English native language. The goal is for students to develop strong skills in both their native language and English, promoting fluency and literacy in both languages.

Serves One Language Group – This program is designed for students who are native speakers of a single language (e.g., Spanish, Vietnamese, etc.). Unlike two-way dual-language programs, it does not include native English speakers.

Instruction in Core Subjects in Both Languages – Students learn academic content in both languages, rather than just transitioning to English.

Long-Term Commitment – The program typically lasts from kindergarten through at least 5th grade, and sometimes extends to middle and high school.

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Resources for Dual Language Schools, Parents, and Teachers

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The 7 Sides of Dual Language Instruction™

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When The 7 Sides of Dual Language Instruction™ are properly implemented in Tier 1 instruction, programs can attain the first goal of Dual Language:

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ESL pull-out program helps students who are learning English by providing them extra English instruction. These programs typically take place at the elementary school level. Students receive instruction by certified ESL teacher who pulls them out of their regular classes for supplemental lessons. The goal of this program is for students to attain proficiency in English. Students are taken to a separate location and work in small groups for a certain amount of time and then return to their classroom and proceed with instruction as they normally would (Massachusetts Department of Elementary and Secondary Education, 2022).

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As stated by the Texas Education Agency (TEA) in Content-Based Language Instruction (CBLI): Quick Guide, " Content-based language instruction (CBLI) is an integrated approach to language instruction in which language is developed within the context of content delivery that is culturally and linguistically".

The three key features/elements of CBLI are Second Language Acquisition (SLA), Diversified Support, and Culturally and Linguistically Sustaining Practices. They are "interconnected rather than independent" (TEA, 2024). SLA is the “learning and acquisition of a second language once the … first language is established” (Hoque, 2017) In Diversified Support, teachers use authentic texts, activities, videos etc. that are relevant to the students background, needs, and strengths (TEA, 2024). CLSP is the practice of integration of language and content objectives using content relevant to the students cultural and linguistic level (Brown, 2017).

https://youtu.be/rQtgkXdtzv8

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Strong Emphasis on Academic Achievement – Research-based instruction ensures that students perform at or above grade level in all subjects while developing bilingual skills.

Gradual and Natural Language Development – Students acquire English without losing proficiency in their first language, fostering balanced bilingualism.

Research has show that Bilingual children develop

greater thinking, perception flexibility and creativity by changing between two

languages and viewpoints.

Bilingualism also stimulates the development of abstract

and symbolic reasoning by having two different words for most definitions, leading to a good understanding of the arbitrary and abstract relationship between words

and their referents.

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Supports early literacy development in native language before transitioning.

Helps students build confidence in academic subjects before full English immersion.

Promotes faster English proficiency compared to full immersion models.

Enables students to access content in a language they understand while learning English.

Research shows that "English learners who receive bilingual instruction at an early age are more successful academically and have higher achievements in later grades (Sepulveda).

📌Example Quote (APA Citation):

"Students in bilingual programs perform better academically when given structured support in their native language before transitioning to English" (Thomas & Collier, 2012).

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This video shows an example of what an ESL Pull-out session would look like

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Students will need to have reading mastery before they are able to be out of the program (Polanco and Luft de Baker, 2018, p.427).

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This video explains CBLI with real-life examples

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Content Based Instruction  Definition & Example   Video & Lesson Transcript   Study com

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This video highlights some of the benefits of a One Way Dual Language classroom. As the parents mention, they are able to learn about themselves and their culture while ultimately becoming fluent in both English and Vietnamese.

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Garland ISD:  One Way Dual Language Program, English Ver.

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Instructors in these programs are ESL certified so they know how to teach a second language well.

ESL certified personnel also understand the needs of bilingual students and adapt their teaching style and materials to fit the student's language skills (Texas Education Agency, 2024).

These programs are also easy to implement and do not require lots of funding as they can be performed by a single teacher.

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CBLI concurrently teaches students content and language.   

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CBLI can:

1. Promote deep learning of content and language: CBLI is based on the idea of language learning by integrating language instruction into meaningful content, such as science and social studies. (Brown, 2007).

2. Makes language learning interesting and motivating: Students use text, videos, and other resources to learn about fun and real-world topics that are relatable to the students. (Brown, 2007).

3. Promote critical thinking and problem-solving skills: The content instruction is cognitively demanding which requires students to use critical thinking and problem-solving skills (Brown, 2007).

4. Promote motivation and engagement: Students are exploring and discovering the content through various methods which keeps the students engaging and motivated (Brown, 2007).

5. Promote creativity: Students are encouraged to find different ways and come up with their own ideas while they are exploring the content (Brown, 2007).

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Loss of native language proficiency due to early transition.

Students may struggle if the transition happens too quickly.

Limited availability of bilingual teachers and funding issues.

English immersion may impact cultural identify over time.

Students transition to English after a maximum of two years, so they might not have reading mastery yet (Polanco & Luft de Baker, 2018, p. 427).

📌Example Quote (APA Citation):

"Many bilingual students lose proficiency in their home language once English becomes the dominant mode of instruction" (Gandara & Escamilla, 2017).

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The premise of TBE programs is that, while there might be a lag in performance immediately after transitioning from the bilingual program to English-only, there is a recovery that follows the transition (Polanco & Luft de Baker, 2018, p. 428).

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Students can miss out on class time as they are pulled out for each session.

Student only receives ESL support during pull-out time (Cruz, 2020).

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The challenges that CBLI faces are normally in the teacher's aspect. Firstly, teachers need to have a deep understanding of the content to be able to effectively teach. Most ESL teachers are not “comfortable with the idea that they have to teach subject matter” (Brown, 2007) and they “are not … taught how to implement content-based ESL instruction” (Brown, 2007). Additionally, teachers need to have the ability to design lesson plans combining two goal objectives, language and content, equally that meet the students' needs. The biggest challenge of CBLI is that this approach is time consuming, a lot of planning, organizing and resourcing is needed to ensure an effective lesson.

Challenges students may face in a CBLI approach is the monolingual classes, the feeling that they are not improving their language skills, and students may just copy the information directly from the source, which defeats the purpose of content discovery (Hoque, 2017).

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Sanchez et al. (2017) emphasize the need for flexible language allocation policies in dual-language programs to address changing demographics and promote educational equity. Emerging trends, such as additive bilingualism (two-way dual language as opposed to transitional or early-exit known as subtractive bilingualism (TEA, 2022)) and culturally responsive teaching, need to lead to policies that prioritize multilingualism as a strength and highly useful set of skills.

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Lessons are taught in both English and native language

Typically start in kinder or 1st grade

Instruction initially follows 90-10 model (90% of instruction in native language and 10% in English)

Instruction in English gradually increases, while decreasing in native language until reaching about 50-50 model

Students then transition into regular mainstream instruction in English

(Bilingual education program models, n.d.)

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🔹Short-Term Effects:

Students retain some native language skills while learning English.

Increased academic achievement in early grades due to comprehensible instruction.

🔹Long-Term Effects:

Students typically become English dominant but may not fully develop bilingualism.

Sucess depends on the level of academic support after the transition.

Early transition could result in weaker academic language proficiency later.

Gradual Increase in English Instruction – The amount of English instruction gradually increases over time while the use of the native language decreases.

📌 Example Quote (APA Citation):

"Students in early exit programs transition to English more quickly, but their long-term academic outcomes depend on continued language support" (Thomas & Collier, 2012).

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Late-exit models where students receive L1 reading instruction throughout the elementary grades ensure reading mastery before continuing with instruction (Polanco & Luft de Baker, 2018, p. 428).

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A central component of the model is bilingual grouping... Throughout the instructional day, learners dominant in English are paired or grouped with learners dominant in Spanish... This facilitates comprehension of subject matter by the second language learner, who receives linguistic and academic support from his or her partner (Gómez, Freeman, & Freeman, 2005, p. 155).

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Goal of this program is for ELLs to be proficient in listening, speaking, reading and writing in the English language so that they can participate in their regular classroom (Huynh, 2021).

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Over time, CBLI has proven to improve and grow students’ academic and linguistic development. Kasper (1997) research states that CBLI “enhances performance in individual ESL (English as a Second Language) and some related content courses”. Additionally, Kasper (1997) research shows evidence that students' chance of earning a college degree is increased when a student is in a content based instruction classroom. Additionally, due to the enhanced cognitive skills students are using will develop reading and writing skills such as vocabulary.

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This video shows how technology and print can be used for literacy learning in a cooperative setting

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Bilingual and ESL Ed. Program Resources Links

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Bee Bilingual. (2025). 18 benefits of being bilingual. Bee Bilingual. Retrieved January 28, 2025, from https://beebilingual.org/18-benefits-of-being-bilingual/

Christian, Donna. Two-Way Bilingual Education: Students Learning through Two Languages. National Center for Research on Cultural Diversity and Second Language Learning, 1994.

Gómez, L., Freeman, D., & Freeman, Y. (2005). Dual language education: A promising 50–50 model. Bilingual Research Journal, 29(1), 145–164.

Ovando, Carlos J., and Mary Carol Combs. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. 5th ed., McGraw-Hill, 2011.

Polanco, Patricia, and Diana Luft de Baker. "Transitional Bilingual Education and Two-Way Immersion Programs: Comparison of Reading Outcomes for English Learners in the United States." Athens Journal of Education, vol. 5, no. 4, 2018, pp. 423–444.

Reyes, Sharon A., and Trina Lynn Vallone. "Toward an Expanded Understanding of Two-Way Bilingual Immersion Education: Constructing Identity through a Critical, Additive Bilingual/Bicultural Pedagogy." Multicultural Perspectives, vol. 9, no. 3, 2007, pp. 3–11.

Thomas, Wayne P., and Virginia Collier. School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Center for Research on Education, Diversity & Excellence, 1997.

U.S. Department of Education. Newcomer Toolkit. Office of English Language Acquisition, 2017.

Texas Education Agency Bilingual Education Exception Scenario Chain 2019-2020 Update. Texas Education Agency, 2019, tea.texas.gov/sites/default/files

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Cruz. (2020b, April 7). ESL Models. YouTube. https://www.youtube.com/watch?v=T2bIlBJhjnE&t=317s

English as a Second language (ESL) program. (2024, January). https://www.txel.org/media/zydfzwhd/parents-and-family-eslchart_5-21-19.pdf

Huynh, T. (2021, August 26). #51. rethinking push-in pull-out (PIPO): The cause for sheltered co-teaching - ell strategies. TanKHuynh. https://tankhuynh.com/push-in-pull-out/

Lenis, V. (2019, November 20). ESL Pull Out Service 1. YouTube. https://www.youtube.com/watch?v=Zf5vh6HbPIo

Massachusetts Department of Elementary and Secondary Education. (2022, September 20). Pull-out ESL. Pull-out ESL Delivery Approach.

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Bilingual education program models. Bilingual Education. (n.d.). https://edfn313sacpbilingualeducation.weebly.com/bilingual-education-program-models.html

Polanco, P., & Luft de Baker, D. (2018). Transitional bilingual education and two-way immersion programs: Comparison of reading outcomes for English learners in the United States. Athens Journal of Education, 5(4), 423–439. https://doi.org/10.30958/aje.5-4-3

Texas Education Agency (2024). Law & policy. Texas Education Agency. Retrieved January 28, 2025, from https://www.txel.org/lpac/lawandpolicy/

U.S. Department of Education. Newcomer Toolkit. Office of English Language Acquisition, 2017.

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Amaal, A. (2023). Effect of bilingualism on cognitive development in children: Review article. Retrieved from https://www.researchgate.net/publication/376578126_Effect_of_Bilingualism_on_Cognitive_Development_in_Children_Review_Article

Dual Language Schools. (n.d.). The 7 sides of dual language instruction. Retrieved from https://duallanguageschools.org/columnists/the-7-sides-of-dual-language-instruction/

TED-Ed. (2016, August 9). How interpreters juggle two languages at once - Ewandro Magalhaes [Video]. YouTube. https://youtu.be/3dzO9upZO8I

Texas Education Agency. (n.d.). Commissioner’s rules concerning state plan for educating emergent bilingual students. Retrieved from https://tea.texas.gov/about-tea/laws-and-rules/commissioner-rules-tac/coe-tac-currently-in-effect/ch089bb.pdf

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Brown, C. L. (2007, March 22). Content-based ESL instruction and curriculum. https://www.cosa.k12.or.us/sites/default/files/materials/events/lisa_blount4.pdf

ISSN: 1096-1453

Content-based language instruction (CBLI) Quick Guide. TEA: Texas Education Agency. (2023, June). https://www.txel.org/media/bxepy3xp/cbli-quick-guide.pdf

Hoque, Enamul. (2017). Introduction to Second language acquisition. Second Language Acquisition, 1–23. https://doi.org/10.5040/9781474298414.ch-001

Kasper, L. F. (1997). The impact of content-based instructional programs on the Academic Progress of ESL students. English for Specific Purposes, 16(4), 309–320. https://doi.org/10.1016/s0889-4906(97)00035-5

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1. Slavin, R. E., Madden, N. A., Calderón, M., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. American Educational Research Journal, 48(2), 364-395.

2. Gándara, P., & Escamilla, K. (2017). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal, 40(3), 251-264.

3. Thomas, W. P., & Collier, V. (2012). Dual language education for a transformed world. Dual Language Education of New Mexico.

4. Polanco, P., & Luft de Baker, D. (2018). Transitional bilingual education and two-way immersion programs: Comparison of reading outcomes for English Learners in the United States. Athens Journal of Education, 5(4), 423-429. https://doi.org/10.30958/aje.5-4-3

5. Sepulveda, B. (n.d.). Transitional bilingual/early exit program - San Angelo Independent School District. San Angelo ISD. https://www.saisd.org/departments/federalstate-programs/bilingual-early-exit-program#:~:text=It%20helps%20build%20knowledge%20and,important%20to%20their%20academic%20success.