Dual Language Programs
Multilingual programs support students in developing academic English and one or more additional languages through well-designed instruction. These programs affirm students’ home languages and cultures while promoting high levels of academic achievement.
Benefits include bilingualism and biliteracy, stronger cognitive skills, greater cultural awareness, and preparation for college, careers, and global citizenship. Research shows that students in multilingual programs often perform as well as—or better than—their peers in English-only settings. (California Department of Education, Global California 2030)
- Dual Language Immersion Models
- Dual Language Immersion Programs
Dual Language Immersion Programs/Models
Dual Language Immersion (DLI) programs are bilingual education models where students learn academic content in two languages—Language Other Than English and English. These programs aim to develop bilingualism, biliteracy, high academic achievement, and cross-cultural competence. Although there are many, these are two of the most common language allocation models:
- 90:10 Model: Begins with 90% of instruction in the partner language (L2) and 10% in English, gradually moving to a 50:50 balance. This gradual shift allows students to develop strong literacy and academic skills in both languages.
- 50:50 Model: Instruction is equally divided between English and the partner language from the start.
Multilingual Programs
Dual Language Immersion (Two-Way Immersion)
Language and academic Instruction for native speakers of English and native speakers of another language. The goals of dual-language immersion programs are language proficiency and academic achievement in students’ first and second languages, and cross-cultural understanding. This program is typically found in kindergarten through grade eight, but may be offered through grade twelve.
Transitional Bilingual
Instruction for English learners utilizing English and students’ native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in English. Students typically transition to “English only” instruction by third grade. This program is typically found in kindergarten through grade three, but may be offered at higher grade levels.
Developmental Bilingual
Instruction for English learners utilizing English and students’ native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in students’ first and second languages. This program is typically found in kindergarten through grade eight.
One-Way Immersion
Instruction in English and another language for non-speakers of the other language, with the goals of language proficiency and academic achievement in English and the other language, and cross-cultural understanding. This program is typically found in kindergarten through grade eight.
Heritage or Indigenous Language
Instruction in English and another language for non-English speakers or students with limited literacy skills in their first language. Indigenous language programs support endangered minority languages in which students may have limited receptive and no productive skills. Both programs often serve American Indian students. This program is typically found in kindergarten through grade twelve.
FLEX: Foreign Language Elementary Experience
Instruction for non-native speakers of the target language, with the goals of exposure, enrichment, and language experience. Typically during a designated period of the school day or after-school program (usually a few times a week) providing basic exposure to a language. This program is typically found in kindergarten through grade eight.
FLES: Foreign Language in Elementary Schools
Instruction for non-native speakers of the target language during a designated period of the school day or after-school program dedicated to language study. This program is typically found in kindergarten through grade eight.
Native Speaker Courses
Courses of language study designed for native speakers of the target language, typically offered in grades seven through twelve.
Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning pdf
Improving Education for ML/EL Students: Research to Practice
Center for Advanced Research on Language Acquisition (CARLA)
Center for Research on Education, Diversity & Excellence (CREDE)
National Clearinghouse for English Language Acquisition (NCELA)
CONTACT US
MAS Unit
(562) 922-6332
MASUnit@lacoe.edu
