Scaling Dual Language Immersion Programs in Your District
Jonathan Deters, Research Analyst, Seramount
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
Aim for a 50/50 split between partner language students and English-speaking students during recruitment
According to the Center for Applied Linguistics’ Guiding Principals for Dual Language Education, the most desirable ratio for student makeup in dual immersion programs is 50% English speakers and 50% partner language speakers to maintain an environment of educational and linguistic equity in the classroom. The goal of a 50/50 student population split was echoed by all contacted district administrators.
Establishing Dual Language Immersion Programs
Structuring a dual language immersion program
Prioritize curricula geared toward building biliteracy through cultural relevance and authenticity
Research from the Center for Applied Linguistics’ Guiding Principals for Dual Language Education demonstrates the need for a clear commitment to a vision and goals focused on bilingualism, biliteracy, and sociocultural competence in DLI programs. All profiled school districts mentioned biliteracy as the foundational goal of effective DLI curriculum.
Incorporate off-the-shelf curricula alongside district-specific customizations
All contacted districts use a combination of vendor-based and in-house curricula in their DLI programs. While EAB does not offer curriculum recommendations, we compiled the following chart outlining the various curricula used by contacted districts. Please note we cannot vet or endorse any of these vendors; instead, we outline them here for comparative reference and to demonstrate the various mix-and-match approaches to choosing an effective curriculum based on district-specific factors.
Structuring a Dual Language Immersion Program
Evaluating a dual language immersion program
Invest in new teacher orientation at DLI program sites
Three contacted districts reported new teacher orientations as initial professional development opportunities for their DLI program teachers. Two profiled districts require DLI teachers to attend both a general new teacher orientation with the district and a DLF-specific orientation at their program site. Contacted administrators noted the importance of site-specific or program-specific orientation in light of the ways dual language teaching differs from traditional teaching.
Potential components of new teacher orientations for DLI teachers
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Meeting with a bilingual education coach
Two contacted districts reported induction coaches or on-site leaders dedicated specifically to welcoming new teachers. This can involve everything from logistical help (i.e., where to park, teacher lounge, etc.) to teacher introductions and staff connection.
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Participate in collaboratives with DLI staff across grade levels
Teacher acculturation remains an important piece of any new teacher orientations and staff collaboratives help enable this. The collaboratives also give new teachers a chance to scope student proficiency and literacy from other teachers.
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Hold teacher planning time
Part of a successful orientation involves providing specific time for lesson planning and classroom planning. In partnership with the collaboratives, planning time could be a combination of individual and team planning.
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Meet with parent advisors
While not all districts have parent advisor roles, new teacher orientations can provide structured opportunities for initial family engagement alongside other DLI or district staff where applicable.
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