Scaling Dual Language Immersion Programs in Your District
This study outlines how to establish, structure, and evaluate a dual language immersion program in your district. Read the overview below, or download the full report as a PDF.
Establishing dual language immersion programs
Garner buy-in from school leadership, teachers, and the community
All contacted districts noted the importance of engaging with school leadership when considering a new DLI site location. Many administrators noted the necessity of coordinating with school principals to gauge their level of interest and their vision for making it a school priority. Similarly, EAB’s report on English language learners (ELLs) discusses the importance of gaining administrative buy-in and support at district and school levels for successful ELL programming. As with any new initiative or program launch, garnering enthusiasm and support within school leadership can help promote and sustain dual language initiatives.
One strategy for garnering buy-in is soliciting input. Consider the following framework for soliciting teacher feedback from EAB’s teacher morale research. While intended for teachers, these strategies remain applicable more broadly.
Guide to soliciting input
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Establish decision-making and expertise
- Determine and outline what is feasible for the district
- Decide where input is needed to move forward (does not need to be everything)
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Identify teacher needs, not wants
- Ask what’s needed to implement potential plans, not for a vote on plans themselves
- Use surveys, focus groups, or other method(s)
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Communicate decision with teachers
- Share final decision with teachers
- Highlight how input was used (e.g., “Most respondents needed little support for X, but not Y”)
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Implement final plan district-wide
- Use resources strategically to introduce next steps
- Continually reinforce decision and reasoning
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