Dual Language Education programs are enrichment models, not remedial models. Curriculum is taught in two languages through thematic units, real world problems, no translation (separation of the two languages is a key component), and no repeated lessons. Dual Language Education programs differ greatly from transitional bilingual programs because DLE programs aim for students to become bilingual and biliterate, to develop grade level achievement, and to develop understanding as well as to value multiple cultures. In the contrary, the goal of transitional bilingual programs is for students to become proficient in English without an effort to maintain their native language (Alanís & Rodriguez, 2008).
In the primary grades, Dual Language Education programs vary in the way they are implemented and the way they are structure in every state, district or school. It all depends on the type of population being served. It’s very common to have 50/50 in which students receive half instruction in English and half instruction in the partner language. In other programs such as 90/10 model, 90 % of instruction is provided in the native language and 10% in English. The percentage of English instruction increases every year until 50/50 has been reached in order to balance the instruction of both languages. As research suggests, the strong foundation in the first language of the child transfers to the second language, and literacy is deemed critical to all academic tasks. Using the student’s native language for some period of time during instruction actually helps the students cognitively develop and build the foundation in their native language which then transfers content learned in to the second language (Marian, Shook, Schroeder, 2013).
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DLE programs last all through elementary and some continue on to secondary education. Students enrolled in these programs do not exit these programs even if they become proficient in both languages, they rather stay in the program to continue expanding their knowledge in both languages and continue to become bilingual and biliterate (Boyle et. al, 2017). Nonetheless, both types of programs have proven to have great academic achievement for both Spanish and English native speakers, as well as in closing the academic gap in the 2nd language for Emergent Bilinguals (EB’s) and has proven higher student outcome for both Spanish and English speakers (Collier & Thomas, 2004).
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