What Is Dual Language Immersion?

When I began this journey it was because I wanted my children to learn Chinese. I am now aware of the many types of language immersion programs that are available and continue to question which type of program is best for my children.

Dual Language Immersion:

Most of the research currently available highlights the benefits of having your child enrolled in a dual language immersion program. I have recently learned that under the umbrella of dual language immersion there are actually several types of immersion programs. These include two-way immersion, foreign language immersion, heritage language immersion and developmental bilingual programs. But most of the research praising the benefits of dual language immersion programs are actually speaking of two-way bilingual immersion programs. And most of the research primarily compares English Language Learners (e.g. native Spanish or Chinese speakers) with Native English Speakers. There is limited research available that examines the best immersion programs for African American youth.

Two-way bilingual immersion (TWBI) programs are distinct in that they group English Language Learners from a single language background in the same classroom with Native English-speaking students, instruction is provided in both English and the minority language, both groups have the opportunity to acquire proficiency in a second language while continuing to develop their native language skills and students serve as native-speaker role models for their peers. These programs are often offered in the 90/10 or 50/50 model.

Foreign Language Immersion programs are also referred to as One Way Immersion Programs. In these programsthe student population primarily consists of Native English Speakers (NES) with limited to no proficiency in the immersion language. Additionally, their exposure to the immersion language takes place primarily in the classroom and school. Finally,the immersion language may target a more commonly taught language (e.g. Spanish or French), a less commonly taught language (e.g., Korean or Mandarin), or an indigenous/heritage language (e.g. Ojibwe or Yup’ik). [source]

Heritage Language Immersion serve a student population that does not command a fluency in the language of their heritage. This is similar to the One Way Immersion model. In New Mexico, this would include the New Mexican Hispanic or Chicano student who no longer uses the Spanish language in their home environment. [source].

Bilingual Programs all use the students’ home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students fromt he same background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students’ home language. The three most commonly referenced bilingual programs include:

• Early-exit bilingual programs which are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students’ first language, primarily for the introduction of reading, but also for clarification which is rapidly phased out with most students mainstreaded by the end of first or second grade.
• Late-exit bilingual programs allow students to remain in bilingual programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
• Two-way bilingual programs are also called developmental bilingual programs. As described previously they group English Language Learners with Native English speakers with an ideal 50/50 balance. Instruction is provided in both languages (at different times of the day). Native English Speakers and English Language Learners have the opportunity to acquire proficiency in a second language while continuing to develop their native language skills. The students serve as native-speaker role models for their peers [source].
• Developmental Bilingual Programs are similar to TWBI but they serve predominantly English Language Learners and do not require the 1/3 representation of Native English Speakers  participating in the program.

Summary:

There have been primarily two astonishing finds while learning more about the various immersion programs and the strengths and limitations of the various models. As a parent it has been very helpful in assessing and identifying the characteristics of the “type” of program that I find would be the best fit for my child. Secondly, I have come to respect and appreciate the pain staking work that has taken place in the ESL community to identify a series of best practice models to foster the best outcomes for children who are English Language Learners.

In my curiosity I found a number of articles that reference the impact of dual immersion programs on the Achievement Gap. English Language Learners and African American youth have displayed that by participating in dual language immersion programs they have been able to reduce or eliminate the Achievement Gap. But we will save that for a future discussion.