Dual Immersion Program : A Innovative Bilingual Education Program

In order to improve educational outcomes of ELL students, the school district Z needs a dual-language immersion method rather than a bilingual education. The top three policies I would propose to the local school board for dual-language immersion would be: academic/ cognitive enrichment, enhanced intercultural relations, and competence in two languages. The program provides the same academic content and addresses the equivalent standards as other educational programs. The dual-language immersion program will hopefully close the academic achievement gap between ELL students and their classmates.

According to the No Child Left Behind Act of (NCLB) of 2001, one of the Titles III’s purposes was “to develop high-quality language instruction education programs designed to assist states, district and schools in teaching limited English proficient children and serving immigrant children and youth” ( ESEA Section 3102 (3) as stated in Language Instruction Educational Programs ( LIEPs), 2012 p. viii). As such, Article 14-C of the Illinois School Code recognizes two models to serve ELL students: a transitional bilingual education (TBE) program or transitional program of instruction

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

The United States is a country built by immigrants who speak more than one language. Being bilingual has many benefits that vary from traveling with ease all through having a brain that can multitask faster. In the past decade many schools in California, as well as other states, have started a program called the “dual immersion” or something of that nature in which they have a class that is in another language, usually Spanish, and they teach the kids all the required material in that other language. The “Dual Immersion” program is something that should be instated into more schools, specifically in the bay area, because of the diversity seen here.

This model supports the use of both the native language and the new language within the daily teaching curriculum (Ray, 2008). The No Child Left Behind Act threatens the Dual Language method and negatively impacts bilingual education because of the high degree of emphasis that is placed on standardized testing. The weight of standardized testing that is felt from the state all the way down to the classroom level has forced curriculum to focus on the passing of these tests. Because bilingual students must take the standardized test in English, this has caused a shift in the landscape of bilingual education. Teachers of bilingual students are abandoning the DL method in favor of a more English only environment as a means to help students pass standardized tests (Ray, 2008). This negates the purpose of bilingual education and decreases the benefits that these students receive while learning in a dual language

When examining the District handbook, it is clear that West Chicago highly values student achievement and seeks to create lifelong learners. The handbook is reviewed every year and the district values and asks for the input of students and parents in order to increase investment. Throughout its history “Providing a foundation for excellence in learning” has been the district’s vision. This, coupled with its mission statement: “To impart the knowledge and skills that will empower all students to pursue their maximum potential to confidently contribute to and benefit from our society locally and globally,” inform their policies and attitude towards all students, especially English Language Learners. In a Frequently Asked Questions portion, the District answers the question of whether students will fall behind due to learning an extra language by explaining that dual language is a form of enriched education and that learning two languages has many cognitive benefits as evidenced by research that has shown how students who participate in Dual Language programs outperform their peers on standardized tests.

Two models of dual language that take a front and center in Bilingual education is subtractive and additive. Subtractive is strips the student of cultural capital which could benefit the student in their educational achievement. As opposed to the additive model in the dual language program which seeks to add English to the students already possessed language and maintaining their first language. This method has been known for having a faster academic achieving and cultural awareness. (Ray, 2009)

Bilingual education is a program in which children are taught their native language as well as their dominant language in society. Such a program would be beneficial in society because it would teach students academic material in their native language. If the problem was also bicultural, it would teach children the culture revolving both linguistic groups.

How will the academic growth in reading of third grade students who participate in a one-way simultaneous bi-literacy dual language immersion

Four models of instruction are at the forefront of conversation in the great debate: (1) English submersion/structure immersion; (2) English as a Second Language (ESOL); (3) transitional bilingual education; and (4) two-way bilingual or dual language education. English submersion or structured immersion forces students to receive instruction in an English only setting. The teacher may utilize simplified English, through accommodations, so that students learn both English and academic subject material. This approach was initially known as the “sink or swim” approach, expecting students to “pick-up” the English language as they participate in instruction. The premise is that the more English a student is immersed in, the more proficient the student will become. Per Leidis Arechavaleta, “immersion was horrible, I remember crying for six months straight after being thrown in a classroom to start kindergarten when I was 4 years old” (Teacher and Cuban Immigrant, through personal communication, March 3, 2017). The second approach, English as a second language, looks similar to immersion however practices include support to individuals in their native tongue. Students may participate in either a push-in or pull-out model. In the pull-out model, students are removed from the general classroom setting and instructed for a portion of the day by an ESL teacher. Typically these classes are comprised of students who speak many different languages and receive English language instruction. They may attend classes for only a period a day, to work strictly on English skills, or attend for a full day and focus both on academics and English. Push-in models provide instructional assistance in the general education classroom by a specialized teacher. Transitional bilingual education offers instruction in the students’ native language and a certain amount of each day is spent on

This model truly views different languages as assets, as it helps speakers of two different languages acquire a new language. It also provides a framework for students to learn from each other, helping students see value in differing cultures and worldviews. Because a two-way dual immersion program is often not feasible due to funding and qualified teachers, I believe maintenance bilingual education is beneficial and more viable option. It allows English learners to improve both of their languages as they are supported academically. In short, two-way dual immersion is an ideal model of bilingual education, but maintenance BE is more practical, and it is still additive bilingualism for

Bilingual-bicultural approach: a strategy for teaching students who goes back and forth between two languages. They may also use writing as a way of speech.

Language is the problem that has existed in the past and continues to exist in the present. There are many students that speak only one language at home, for example, some students their parents speak only Spanish. These students faced when they learn English a second language at school. Dual-Language is very successful for students that speak one language. This program is great option to learn both language English and Spanish at the same time. Dual-Language consist in 50 percent is imparted in English and other 50 percent is imparted in Spanish.

the varying allotted time for each language. It is often a complex array of school programs with

Bilingual education is when students learn in their native language along with another language. There are three different ways teachers ease another language into a student's education. One of the programs is called Transitional bilingual education consisting of a student learning the main core subjects math, english, science, etc. for at least three years so they can properly understand the subjects. Since it's easy to translate the subjects to english it would be easier in the students to transfer them to only-English classes. Next, Dual Language Immersion is specifically designed so English speakers and non-English speakers become fluent in another language but the teachers that are educating them do not translate their material in a language they understand but in one they don’t in order to get them used to the different language. Lastly, Developmental Bilingual Education strive is to educate a student in their native language and slowly get them to be literate in another language. The program's’ aim is to teach their students how to be fluent in another language that would later make