Implications Of Dual Language Immersion

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Dual language education benefits both English dominant students and English language learners with a goal of helping students to become bilingual, bicultural and biliterate. This paper will explore the Implications of Dual Language Immersion programs in US schools. While dual-language education has existed in the United States for roughly two centuries, and it reached its height of popularity in the 1970s, the use of dual-language education in public schools has declined significantly in recent decades due to legislative actions that have sought to limit its use. When used, dual-language education is generally seen as a way to ensure that non-English-speaking students, or students who are not yet proficient in English, are given equitable opportunities to succeed in and complete their education. While schools and teachers may use a wide variety of dual-language strategies, each with its own specific instructional goals, the programs are typically designed to simultaneously develop English fluency, content knowledge, and academic language—the knowledge, skills, and cultural proficiencies needed to succeed in an academic program.

The overview of Dual Language Programs which there are four main types, one of them are two-way dual language programs are made up of ELLs fluent in the partner language and English-speaking peers. Developmental, or maintenance, bilingual programs which enroll primarily students who are native speakers of the partner language. Foreign language
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