Dual Language Frequently Asked Questions

Evergreen School District believes in high-quality programs that prepare our students to be globally and linguistically competent citizens who thrive and lead in the 21st Century. The Dual Language program at Holly Oak Elementary School will prepare future leaders that are bilingual, biliterate, and socio-culturally competent.

El Distrito Escolar Evergreen cree en programas de alta calidad que preparan a nuestros estudiantes para ser ciudadanos competentes a nivel mundial y lingüístico que prosperan y lideran en el siglo XXI. El programa de Lenguaje Dual en la escuela Primaria Holly Oak preparará a futuros líderes que sean bilingües y socioculturalmente competentes.

Evergreen School District will launch our dual language program with a goal of providing 2 kindergarten (48 students) and two 1st grade classes (48 students). The District will use a lottery process to fill available spaces based upon established criteria should enrollment exceed available capacity.

El Distrito Escolar Evergreen lanzará nuestro programa de lenguaje dual con el objetivo de proporcionar 2 clases de kindergarten (48 estudiantes) y dos clases de primer grado (48 estudiantes). El Distrito utilizará un proceso de lotería para llenar los espacios disponibles según los criterios establecidos en caso de que la inscripción exceda la capacidad disponible.

Transportation is not provided. Parents are responsible for transportation to and from the program.

No se proporciona transporte. Los padres son responsables del transporte hacia y desde el programa.

Research shows that parent involvement is an important component in student success. While there is not a formal requirement for parents to log participation hours, parents are expected to volunteer, participate in school activities and attend parent workshops.

La investigación muestra que la participación de los padres es un componente importante en el éxito del estudiante. No existe un requisito formal para que los padres registren las horas de participación, se espera que los padres se ofrezcan como voluntarios, participen en actividades escolares y asistan a talleres para padres.

Evergreen enrollment begins on February 4, 2021. All enrollment begins at a child’s home school. Find your home school.

Submit an Intent to Register form online by visiting the district’s webpage located under the Dual Language Immersion Program section. Schools will not accept completed forms.

Completion of an Intent Form does not guarantee your admission to the program. All admission is based on lottery. The first lottery will be on May 28, 2021. A subsequent lottery will be held on June 30, 2021 to fill any remaining spots and develop a waiting list. The waiting list will be maintained should space become available.

No. Students must be kindergarten age or in 1st grade to enroll. District students will be given first priority. There are no specific criteria for students except parental choice.

No. Los estudiantes deben tener una edad de Kínder o Kínder Transicional para inscribirse. Los estudiantes del distrito recibirán prioridad. No hay ningún criterio específico para los estudiantes excepto la voluntad de los padres.

In accordance with state requirements, all students will receive a rigorous, standards-based education while developing both Spanish and English. Children in kindergarten and 1st grade will receive 90% of instruction in Spanish and 10% in English. The percentage of instruction will gradually decrease until 50% of instruction is in Spanish and 50% is in English in grade 4. The 50/50 model continues through middle school.

De acuerdo con los requisitos estatales, todos los estudiantes recibirán una educación rigurosa basada en estándares mientras desarrollan tanto el español como el inglés. Los niños de kindergarten y primer grado recibirán el 90% de la instrucción en español y el 10% en inglés. El porcentaje de instrucción disminuirá gradualmente hasta que el 50% de la instrucción sea en español y el 50% en inglés en el cuarto grado. El modelo 50/50 continúa hasta la escuela secundaria.

Yes. All students will participate in CAASPP testing beginning in 3rd grade. In addition, students in the program will also take the state Standards Based Test in Spanish (STS) for English language arts. Assessment in both areas is important as we want to ensure that our students are making progress to become fluent in both English and Spanish.

Si. Todos los estudiantes participarán en las pruebas CAASPP a partir del 3er grado. Además, los estudiantes en el programa también tomarán el examen estatal basado en estándares en español (STS) para artes del lenguaje en inglés. La evaluación en ambas áreas es importante ya que queremos asegurarnos de que nuestros estudiantes estén progresando para hablar inglés y español con fluidez.

Evergreen School District’s program will only be available for kindergarten and 1st grade students for the 2021-22 school year. The District will add one grade every subsequent year until a full kindergarten to grade 8 is established in 2029-30.

El programa del Distrito Escolar Evergreen solo estará disponible para estudiantes de kínder y primer grado durante el año escolar 2021-22. El Distrito agregará un grado cada año subsiguiente hasta que se establezca por un programa completo de kínder al octavo grado en 2029-30.

Siblings will be required to request transfer via the School Choice Process. While not guaranteed, siblings will have priority in the School Choice process should they choose to attend Holly Oak with their Dual Language sibling.

Los hermanos deberán solicitar la transferencia a través del proceso de elección de escuela. Aunque no está garantizado, los hermanos tendrán prioridad en el proceso de elección de escuela si deciden asistir a Holly Oak con su hermano de lenguaje dual.

Teachers in a dual language classroom are required to be certificated and credentialed to teach in the dual language classroom. These teachers are highly qualified and skilled at teaching in two languages. Having the ability to speak Spanish and holding a regular education credential alone does not authorize teachers to teach in a dual language classroom.

Se requiere que los maestros en clases de dos idiomas estén certificados y acreditados para enseñar en la clase de dos idiomas. Estos maestros están altamente calificados y capacitados para enseñar en dos idiomas. Tener la capacidad de hablar español y tener una credencial de educación regular solo no autoriza a los maestros a enseñar en una clase de dos idiomas.

Parents are required to complete an Intent To Register form to be considered for the program. Completion of an intent form does not guarantee your admission to the program. All admission is based on lottery. The first lottery will be on May 28, 2021. A subsequent lottery will be held on June 30 to fill any remaining spots and develop a waiting list. The waiting list will be maintained should space become available. Parents will be notified within 10 days of the scheduled lotteries.

Los padres deben completar un formulario de intención de registrarse para ser considerados para el programa. Completar un formulario de intención no garantiza su admisión al programa. Toda la admisión se basa en lotería. La primera lotería será el 28 de mayo de 2021. Una lotería posterior se llevará a cabo el 30 de junio para llenar los lugares restantes y desarrollar una lista de espera. La lista de espera se mantendrá en caso de que haya espacio disponible. Los padres serán notificados dentro de los 10 días de las loterías programadas.

Our program recognizes that parents who only speak one language want to their children to be bilingual. It is not necessary for parents to speak both languages. Staff will provide support to families in this area. Please plan to be involved in school activities, Gallery Walks and parent workshops.

Nuestro programa reconoce que los padres que solo hablan un idioma quieren que sus hijos sean bilingües. No es necesario que los padres hablen ambos idiomas. El personal brindará apoyo a las familias en esta área. Por favor planee participar en las actividades escolares, Gallery Walks y talleres para padres.

Research shows that bilingual growth is gradual and that success in both languages requires commitment to the program. Once opting into the dual language program, we discourage opting for a different course of study as the scope and sequence of a dual language program spans the program.

La investigación muestra que el crecimiento bilingüe es gradual y que el éxito en ambos idiomas requiere compromiso con el programa. Una vez que opte por el programa de lenguaje dual, desaconsejamos optar por un curso de estudio diferente ya que el alcance y la secuencia de un programa de lenguaje dual abarca el programa.

In a dual language classroom, two languages are used for instruction: English and a partner language. Dual language programs use a variety of models, but they all provide instruction in the partner language for a significant portion of the school day (at least 50% taught in the partner language).

The unique feature of this type of dual language instruction is that programs enroll a roughly equal number of native English speakers and native speakers of the partner language and the two groups of students are integrated for all of the school day.

In this model, all students have the opportunity to be both first language models and second language learners, and dual language creates an additive bilingual environment for all students since the first language is maintained while the second language is acquired.

Another feature of dual language programs is that students learn both academic content and literacy in English and a partner language. Lessons are not repeated in one language after the other, but skills and knowledge taught in one language are reinforced in the other language through thematic teaching and attention to cross-linguistic development.

Dual language programs strive to promote bilingualism and biliteracy, grade-level academic achievement, and positive cross-cultural attitudes and behaviors in all students.

In well-implemented programs, both native English speakers and native speakers of the partner language tend to do as well or better in English, the partner language, and tests of academic achievement than their peers in other educational programs.

En los programas bien implementados, tanto los hablantes nativos de inglés como los hablantes nativos del idioma asociado tienden a tener un desempeño tan bueno o mejor en inglés, el idioma asociado y las pruebas de rendimiento académico que sus compañeros en otros programas educativos.

For specific research on student performance in two-way programs, see the following publications:

Para una investigación específica sobre el rendimiento de los estudiantes en programas de dos vías, consulte las siguientes publicaciones:

• Collier, V. P., & Thomas, W. P. (2004). The Astounding Effectiveness of Dual Language Education for All. NABE Journal of Research and Practice, 2(1), 1-20.
• Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Fuente Press.
• Howard, E. R., Christian, D., & Genesee, F. (2003). The Development of Bilingualism and Biliteracy from Grades 3 to 5: A Summary of Findings from the CAL/CREDE Study of Two-Way Immersion Education. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
• Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
• Lindholm-Leary, K. (2001). Dual Language Education. Clevedon: Multilingual Matters.
• Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43-60.
• Lindholm-Leary, K. J., & Howard, E. R. (2008). Language development and academic achievement in two-way immersion programs. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (pp. 177-200). Oxford, UK: Blackwell.
• Thomas, W. P., & Collier, V. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

The first number refers to the amount of instructional time initially spent for instruction in the target or non-English language in kindergarten and 1st grade. The second number refers to English. In a 90:10 model the amount of the target language decreases yearly as English increases until there is a 50:50 balance of the languages generally in grades four through six. A 50:50 model uses English and the target language for 50 percent of the time throughout the duration of the program.

El primer número se refiere a la cantidad de tiempo de instrucción invertido inicialmente en la instrucción en el idioma de destino o en otro idioma que no sea el inglés en kindergarten y primer grado. El segundo número se refiere al inglés. En un modelo de 90:10, la cantidad de idioma de destino disminuye anualmente a medida que aumenta el inglés hasta que hay un equilibrio de 50:50 de los idiomas generalmente en los grados cuatro a seis. Un modelo 50:50 usa inglés y el idioma de destino el 50 por ciento del tiempo durante la duración del programa.

The English speaker is not at risk of losing the English language. English is spoken at home, in the community, and in the media. Dual-language immersion programs are not replacing English with another language, but provide the students the opportunity to acquire a second language. Dual-language immersion programs are additive programs in that a second language is acquired while maintaining the first language of the students.

El que únicamente habla inglés no corre el riesgo de perder el idioma inglés. El inglés se habla en la casa, en la comunidad, y en los medios de comunicación. Los Programas de doble inmersión no reemplazan el inglés con otro idioma sino que les da a los estudiantes la oportunidad de adquirir un segundo idioma. Los Programas de inmersión bilingüe son programas aditivos en el sentido de que el segundo idioma se adquiere mientras se mantiene el primer idioma de los estudiantes.

Regardless of the model implemented, both models have been found to effectively achieve the goals of bilingualism and biliteracy; however, the 90:10 model has been shown to create higher levels of bilingualism. For specific research studies, consult the Center for Applied Linguistics FAQs .

Sin importar cuál sea el modelo empleado, se ha encontrado que los dos modelos pueden ser efectivos para alcanzar las metas del bilingüismo. Para consultar estudios de investigación específicos, visite el portal de Center for Applied Linguistics FAQs .

English learners in a Spanish/English dual-language immersion program should be Spanish speakers. However, speakers of other languages who are proficient in either Spanish or English could be eligible for enrollment in the program.

Los estudiantes que están aprendiendo inglés en un Programa de inmersión bilingüe español/inglés deberían ser estudiantes que hablan español. Sin embargo, los que hablan otros idiomas y son competentes en, ya sea español o inglés, pueden ser elegibles para el programa.

The dual-language immersion program should not be viewed as a separate program. The school should develop a common vision of equity for all students that values the students language and culture. The same standards-based curriculum is taught in the dual-language immersion program that is taught in other school programs. Staff development should be provided for all staff so that the philosophy and program goals are shared. Sufficient time must also be allocated to the specific needs of the dual-language program staff.

El Programa de doble inmersión no se debe ver como un programa separado. La escuela debe desarrollar una equitativa visión en común que valore el idioma y la cultura del estudiante. En el Programa de inmersión bilingüe se enseña el mismo currículo que se emplea en otros programas de la escuela y que está basado en los estándares educativos. Se deben ofrecer actividades de desarrollo profesional a todos los miembros del personal docente para compartir la filosofía y metas del programa. También se debe asignar suficiente tiempo para atender a las necesidades específicas del personal docente del Programa de inmersión bilingüe.

Ongoing monitoring of the program is very important. Time should be allocated for teachers to meet in grade-level groups and across grades to discuss program design issues and to interpret student data. These sessions can be facilitated by an administrator, resource teacher, or designated lead teacher who is knowledgeable in dual-language immersion program design and instruction.

La supervisión continua del programa es muy importante. Se debe asignar tiempo para que los maestros puedan reunirse con maestros que enseñan el mismo grado y con los que enseñan los demás grados para discutir asuntos concernientes al diseño del programa y para interpretar los datos de los estudiantes. Estas sesiones pueden ser presentadas por un administrador, maestro de recursos o por un maestro designado que conozca el diseño y la manera de instrucción del Programa de inmersión bilingüe.

No, one teacher who is proficient in the target language and English can successfully implement a dual-language immersion program in the classroom. It is recommended, however, that teachers team-teach during the language blocks of instruction, especially in the primary (kindergarten through second) grades so that students identify with a target language speaking model and an English-speaking model. It is advantageous that during the first couple of years of the program, particularly during English instruction, teachers who understand the target language are used so that they can communicate with the target language speakers.

No, un maestro competente en el idioma objetivo de estudio e inglés puede implementar un Programa de inmersión bilingüe con éxito. Sin embargo, se recomienda que los maestros enseñen en equipo durante los períodos de instrucción de lenguaje, especialmente en los grados principiantes (kindergarten a segundo) para que los estudiantes se identifiquen con el modelo en el idioma objetivo de estudio y con el modelo en inglés. También resulta provechoso emplear a maestros que entiendan el idioma objetivo de estudio durante los primeros años del programa, particularmente durante los primeros años de instrucción, para que se puedan comunicar con los hablantes del idioma.

English time must be carefully defined and implemented. High quality curriculum and instruction are essential. Research shows that when programs are fully implemented according to the program design, English learners in 90:10 models score as well as or better than their peers in other programs in English tests. (Lindholm-Leary, (2001) Dual Language Education, Multilingual Matters LTD)

El tiempo de instrucción en inglés debe ser cuidadosamente definido e implementado. Un currículo e instrucción de alta calidad son esenciales ya que las investigaciones demuestran que cuando los programas se implementan completamente de acuerdo a su diseño, los estudiantes que están aprendiendo inglés en los modelos 90:10 obtienen una puntuación en los exámenes de inglés igual o mejor que la de sus compañeros en otros programas. (Lindholm-Leary, (2001) Dual Language Education, Multilingual Matters LTD)

Understanding or reviewing the research on which these programs are based best answers this question. Dual-language immersion programs are based on years of research from the foreign language immersion models in Canada designed for English speakers learning French. This model, in which English-speaking students have been instructed in French for up to 100 percent of their day, shows students perform as well as or better on tests of English than their English-speaking peers who have been instructed only in English. For more information on immersion programs, visit the Center for Advanced Research on Language Acquisition . Fifteen years of results on dual-language immersion programs show similar results.

Entendiendo o repasando las investigaciones en la cual se basan estos programas, ayuda a contestar mejor esta pregunta. Los Programas de inmersión bilingüe se basan en años de investigación de los modelos de Inmersión de idiomas extranjeros> en Canadá, diseñados para los estudiantes que hablan inglés y estudian francés. Este modelo, en el cual los estudiantes que únicamente hablan inglés han sido instruidos en francés aproximadamente un 100 por ciento del día, demuestra que los estudiantes obtienen igual o mejores resultados en sus exámenes de inglés que sus compañeros que únicamente hablan inglés y que han sido enseñados solamente en inglés. Para más información sobre los Programas de inmersión bilingüe, visite el portal Center for Advanced Research on Language Acquisition . Quince años de información de los resultados de los Programas de inmersión bilingüe también demuestran resultados similares.

Two of the most extensive Web sites on dual-language immersion programs are the Center for Applied Linguistics and the National Clearinghouse for English Language Acquisition and Language Instruction Education .

Dos sitios más extensivos son Center for Applied Linguistics y National Clearinghouse for English Language Acquisition and Language Instruction Education .

There are three major advantages for students of both language backgrounds, all tied to the goals of two-way immersion education (e.g., Howard & Christian, 2002). The first advantage is that students develop full oral and reading and writing proficiency in two languages. This allows them to see their first language in a comparative perspective, which in turn helps them analyze and refine their language use (Cazabon, Lambert, & Heise-Baigorria, 2002).

A second advantage is that students not only achieve at levels that are similar to or higher than those of their peers enrolled in other programs on standardized tests of reading and math in English, but in addition they are able to read and write at grade level in another language. This in turn positively affects general academic performance. Research (Lindholm-Leary, 2001; Thomas & Collier, 2002) shows that there are fewer high school drop-outs from dual language programs than from other programs. (Lindholm-Leary, 2003) also found that most dual language students expect to attend college. Thus, not only do dual language programs appear to improve academic performance but they may also enhance job opportunities in the future.

The third advantage is attitudinal: Students in TWI programs develop very positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners. For example, (Cazabon, Lambert, & Heise-Baigorria, 2002) found that TWI students showed a great deal of diversity in the friendship choices that they made, and that the dual language educational experience produced students who became comfortable with speaking the second language and interacting with members of other ethnocultural groups. In a very real sense, students in TWI programs become more self-confident because they are better prepared to engage in a global society that values multiculturalism and bilingualism. One parent noted these benefits when she stated, My child has the opportunity to be bilingual, biliterate, and bicultural. There are social and cognitive benefits to bilingualism. He gains a second language, a broader vocabulary, and multiple views of the world.

Overall, the advantages are the same for both native English speakers and English language learners, but the benefits may be stronger for English language learners, given that two-way immersion education has been found to be the most successful model for helping these students succeed academically in school (Lindholm-Leary, 2001; Thomas & Collier, 2002). Specific benefits for English language learners include an increased sense of pride and self- esteem. At school, they become the models of proficiency for students who learning their language. At home, they are able to communicate with family members, including grandparents and other members of the extended family.

Several investigators have examined the reading and math achievement of students in dual language programs at late elementary or secondary levels to determine the long-term impact of TWI programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).

These studies showed that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by middle school; and both groups performed at comparable or superior levels compared to same-language peers in other educational settings. On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a TWI program scored significantly higher than their English language learning peers who had studies in other kinds of programs in the state and also performed on a par with native English speaking students in English-only classrooms (Lindholm-Leary, 2005; Lindholm-Leary & Borsato, in press).

Native English speakers tend to perform at grade level in their first language once they have received formal reading instruction through that language, and their achievement is at grade level in the second language typically by third grade, if not sooner. For English language learners, scores are usually in the average range in their first language by second grade, but as a group they do not achieve at grade level in English until middle school.

Comparing the achievement of students in 90/10 and 50/50 models, (Lindholm-Leary, 2001) found that by Grades 7-8, English language learners and native-English-speaking students scored similarly to their peers of the same language and economic backgrounds on achievement tests in English. When achievement was measured in Spanish, students in 90/10 programs scored higher than students in 50/50 programs. Thus, more instructional time spent in Spanish positively affected achievement in Spanish and had no negative effect on achievement measured in English.

Native English speakers typically achieve at higher levels in English than do English language learners (Howard, Sugarman & Christian, 2003). By middle school, native English speakers on average score above grade level in standardized achievement tests of reading and math, while English language learners on average approach grade level. However, students who begin elementary school as English language learners and develop full oral and reading and writing proficiencies in English often have a mean performance that is as high as or higher than that of native English speakers.

Los alumnos cuya lengua materna es el inglés generalmente alcanzan niveles más altos de inglés que los no nativos (Howard, Sugarman, & Christian, 2003). Para cuando llegan a la escuela media, los hablantes de inglés generalmente alcanzan niveles por encima de su grado correspondiente en tests estandarizados de matemáticas y lectura, mientras que en general los hablantes de una lengua minoritaria se aproximan al nivel correspondiente a su grado. Sin embargo, en este último grupo aquellos que consiguen altos niveles de expresion y alfabetizacion en inglés frecuentemente demuestran un rendimiento medio tan alto, sino más alto, que los hablantes de inglés.

From their personal and professional experiences, parents and educators note some common characteristics of successful TWI students. First, successful students tend to enjoy learning new things, and also like meeting and interacting with people from different linguistic and cultural backgrounds. Second, successful students tend to have parents who strongly support the program: Parents who truly understand and embrace TWI and its goals will transmit their positive attitudes to their children. Finally, successful students understand and embrace the philosophy of dual language education. They realize that learning in two languages can be challenging at times, especially for students from a monolingual background. The successful student perseveres and learns to take risks in speaking and writing the second language.

Research has shown that students from a variety of different backgrounds can be successful in TWI programs (Howard, Sugarman, & Christian, 2003). Students from different ethnic, social class, and language backgrounds, and with varying academic strengths and needs, have all benefited from dual language education. There is no particular type of student that fails to flourish in TWI programs.

There are many resources for parents on dual language education.

Resources include books (see the annotated bibliography) and videos from organizations and from other TWI programs. Dual language videos are available through the Center for Applied Linguistics (CAL).

Following is a partial list of organizations with a special interest in dual language education: The Center for Applied Linguistics (CAL), the National Association for Bilingual Education (NABE), 2-Way CABE(California Association for Bilingual Education), Dual Language Education of New Mexico, and the Illinois Resource Center.