Dual Immersion Program

Students will develop high levels of proficiency in their first language. This goal means that native English speakers will develop high levels of listening, speaking, reading, and writing ability in English, and English language learners will develop these same abilities in their native language (e.g., Spanish). Neither group of students will have to forego development in the native language as second language proficiency improves.

Native English speakers will have the opportunity to develop high levels of oral and written proficiency in a second language. English language learners will have the opportunity to develop high levels of oral and written proficiency in English. The English language development of English language learners will not be diminished because they are also receiving instruction in their native language. Two-way immersion programs are called additive bilingual programs for both groups of students: they give all students the opportunity to maintain and develop oral and written skills in their first language while they simultaneously acquire oral and written skills in a second language.

Dual language programs maintain the same academic standards and curricula that are in place for other students in a school district. Academic requirements are not diluted for dual language students, and the same levels of academic performance are expected for them as for other students in the district. Evidence that this goal is attainable has been documented in empirical studies (Cazabon, Nicoladis, Lambert, 1998; Lindholm-Leary, 2001; Thomas Collier, 2002).

Because TWI classrooms bring together students from different language, racial, ethnic, and socioeconomic backgrounds, they allow students to learn first hand about cultures that are different from their own. Research has shown evidence of positive cross-cultural attitudes being developed through TWI programs (Cazabon, Lambert, Hall, 1993; Freeman, 1998).  Other studies point to the dominance of the English language and the native English speakers (Amrein Peña, 2000; Carrigo, 2000; McCollum, 1999) in the TWI classroom, suggesting that particular attention may need to be paid to this goal.

Source: The Two-Way Immersion Toolkit. 

Program participants and their families are expected to make a minimum seven year commitment to the two way immersion program. This duration of enrollment ensures full development of both Spanish and English language skills. English speakers may enter at the Kindergarten or first grade levels. Spanish speakers may enter at kinder, first or second grade. Bilingual students may be admitted at any grade level depending on their level of literacy in Spanish and their oral English proficiency.

Spanish and English instruction is kept separate, allowing a maximized concentration of both languages. Teachers do not use translation for comprehension. Instead, they use a multitude of second language acquisition techniques to make language and content understandable for all students.

Teachers exchange classes with each other at the Kindergarten, first- and second-grade levels during the English portion of the day. This enables students to identify one particular teacher with Spanish and one with English.

Teachers establish an environment where students must use the target language to meet real needs. This approach develops language skills through hands-on classroom experiences. Students more readily attach vocabulary to an activity in a hands-on or experiential setting.

The most desirable student ratio in a two way immersion classroom is 50% English-speakers and 50% Spanish-speakers, but the program can operate successfully as long as neither language group falls below 35% of the classroom population.

These ratios:

• Maintain an environment of linguistic equity,
• Facilitate cross-learning for both language groups,
• Encourage social interaction among Spanish- and English-speakers,
• Promote cultural understanding among all students.