A Dual Language (DL) program is a bilingual educational model where students are taught literacy and content in two languages. DL programs are designed to increase academic achievement, biliteracy, bilingualism, and cross-cultural understanding. The structure of DL programs varies, but they all provide at least 50% of the instruction in the partner language.

Dual Language programs are based on decades of research that show learning academic content through two languages has positive effects on students' achievement in school. This research also shows that DL programs help reduce achievement gaps and promote educational equity.

The research-based benefits of DL programs include:

• Students become bilingual, biliterate and develop cultural competency to succeed in a global society.
• DL students tend to outperform their non-dual language peers on academic achievement tests in English by or during their middle school years.
• Historically underserved students, especially English learners, attain greater academic success when they participate in a DL program.
• People who are bilingual demonstrate greater cognitive flexibility, increased attention control, better memory, superior problem solving skills, and an enhanced understanding of their first language.
• DL students are ready to fill positions in the growing local and global multilingual workforce.

To learn more about the research supporting DL programs check out:

Parents’ Questions about Two-Way Immersion

The Rich Promise of Two-Way Immersion

The Redmond School District’s dual language (DL) program is a 50/50 Spanish-English two-way immersion program. Students in the RSD dual language program are taught half their day in Spanish and half of their day in English while in Kindergarten through 5th grade. Students entering Middle School and High school will receive two class periods daily in Spanish.  We are working to add additional classes in Spanish. 

PROGRAM GOALS

• Students will become bilingual and biliterate in English and Spanish. 
• Students will demonstrate academic achievement equal to or above that of students in non-dual language programs by middle school.
• Students will develop positive cross-cultural attitudes and behaviors.

STATE CONTENT STANDARDS 

The RSD Dual Language Program is aligned to the same state content standards as the English-only academic program. Simultaneously, the DL program also addresses additional cross-cultural and linguistic standards. 

STATE & DISTRICT ASSESSMENTS

DL students’ academic/linguistic achievement in English will be assessed with the same state and district assessments as their same-grade peers. Additionally, DL students will take other assessments to monitor their academic/linguistic achievement in Spanish.

LANGUAGE & CONTENT INSTRUCTION

The RSD DL program is a 50/50 model, which means that 50% of daily instruction is in Spanish and 50% of the instruction is in English. Specific subjects are taught in Spanish and other subjects are taught in English. 

*This plan is subject to change as the program develops and rolls up to higher grade levels. Due to the nature of learning academic content in two languages, it is common for dual language students’ progress to at first appear different or potentially slower than that of students in English-only classes. For most students, this difference will balance-out by or during their middle school years.

STUDENT LANGUAGE BALANCE

The RSD DL program is a two-way immersion model, meaning that a balanced number of native Spanish speakers and native English speakers are integrated for all instruction. This allows for students to be partnered during instruction with one student serving as the language role model and one serving as the language learner.  

SPECIALIZED STUDENT NEEDS & SUPPORTS

Students participating in the DL program who qualify for additional supports (e.g. IEP, 504, TAG) will receive all services and/or accommodations as outlined in their plan, which are decided upon by their team. 

FAMILY COMMITMENT

Learning a second language fluently takes many years, therefore it is critical that families make a long-term commitment to the DL program to help students achieve becoming bilingual, biliterate, and culturally competent. 

If a family wishes to withdraw their student from the program, the student will have to enroll at their home boundary school (if not Hugh Hartman) and will not be able to re-enroll into the DL program.

To learn more about the structure and goals of dual language programs see: 

• Two-Way Immersion Education: The Basics

APPLICATION

Families interested in making a commitment to the RSD Dual Language (DL) program must complete a DL application. The DL application is part of the online kindergarten registration process for incoming kindergarten students.  While registering for kindergarten the system will give families the opportunity to apply for the DL program if they are interested. 

For families in first through 9th grade who wish to enter the program, contact the program director to inquire about the process. Consideration for entry to the program will be based on space in our classrooms/grade levels and current proficiency level with Spanish (students will take a literacy assessment in Spanish). 

Deadline: DL applications for incoming kindergarten students only must be completed by THE 3^rd Monday in May to be entered in the DL lottery.  

Sibling Preference: The district prioritizes the placement of siblings of current DL students who wish to participate in the program, as long as space allows. For incoming kindergarten siblings to be given priority placement in the DL program, families MUST complete the DL application by the deadline. The district is unable to ensure priority placement for any incoming siblings who do not submit a completed DL application by the deadline.

LOTTERY

Due to limited space in the DL program, a lottery will be held to determine which kindergarten students will receive a space in the program. After the lottery, the RSD will notify families whether their student received a space in the program or on the waitlist. RSD also sends a Dual Language Confirmation Form, which families must submit by the stated deadline, or forfeit their student’s placement. New to the process will be a mandatory family meeting during the month of June and will be held at Hugh Hartman Elementary school.

Student Language Balance: The district works to maintain a balance between the number of native Spanish speakers and native English speakers to preserve the integrity of the two-way dual language instructional model.

WAITLIST

The district places kindergarten students who do not get a space in the DL program on a waitlist. The waitlist will remain in effect for the duration of kindergarten and through November of the beginning of first grade. Should an opening occur during that time, the district will contact the family of the next student on the waitlist. If the family passes on the opportunity, they lose their spot on the waitlist.

LATE ENTRY REQUEST 

Students wishing to enter the DL program after the start of first grade must have prior Spanish experience. Students who have already started first grade and/or are in higher grade-levels, that have not had exposure to academic-level Spanish, are not eligible to enter the DL program as the language demands in Spanish become too difficult, unless they are able to demonstrate grade level proficiency with a literacy assessment.

The district gives consideration to students transferring from a DL program in another district on a case by case basis. Students on the waitlist will have priority over transfer entries through the beginning of first grade. Transfer placements will be based on available space and the balance of English & Spanish learners. 

To apply for the DL program as a late entry applicant, contact the program director to inquire about the process. Consideration for entry to the program will be based on space in our classrooms/grade levels and current proficiency level with Spanish (students will take a literacy assessment in Spanish). 

• M.A. Lynch, Vern Patrick, John Tuck, Sage, and Tom McCall Elementary Boundary Students: Dual Language program students who live in the M.A. Lynch, Vern Patrick, John Tuck, Sage, and Tom McCall Elementary school boundaries will be provided transportation. These students will be assigned a bus stop based on the student’s address and home school. Please note – school bus stops are not supervised.

• Students who live outside of M.A. Lynch, Vern Patrick, John Tuck, Sage, and Tom McCall Elementary school boundaries, in addition to EGMS and RHS boundary students, will be responsible for their own transportation.

• Support the continued development of your student’s first language by creating a rich language environment at home in your family’s native language. This will stimulate your student’s cognitive, linguistic, and social development, and will enforce early literacy skills. You can do this by:
  • Reading books or listening to audiobooks in your family’s native language on a daily basis. Children who are read to in their first language have an easier time learning to read in their second language.
    • Why Reading to Your Kids in Your Home language Will Help Them Become Better Readers
  • Using your family’s native language/student’s first language to:
    • Talk about the stories you have read/listened to
    • Play rhyming games and sing songs together 
    • Tell stories and write
    • Play games, talk as you put puzzles together, listen to music, etc.
  • Expanding your student’s vocabulary by teaching them new words, pointing out and naming objects, and helping him/her improve pronunciation
  • Visiting the public library regularly to check out books and audiobooks
• Understand that it takes time to learn a second language. Be patient, and encourage your student to persist. Promote bilingualism as a “superpower.”
• Express interest in what your student is learning and doing. 
• Ensure your student attends school regularly and for the whole school day. Although this is important for all students, it is critical for dual language students who are expected to learn in two languages; one language is used in the AM and the other is used in the PM. Missing as few as two days a month (10% of the school year) increases a student’s risk of academic and social-emotional struggles. 
• Develop a positive working relationship with your student’s teacher by communicating if/when your student is struggling, asking questions, attending conferences, etc. 
• Provide a quiet work space for your student so that they can work without outside interruptions.
• Some parents/guardians may be interested in learning the second language. This is great, and shows your student that you value language learning. However, parents/guardians are not expected to model the other language if they are not yet proficient in it. Students will benefit more when their parents/guardians talk to them in their stronger language. This will develop a strong foundation in the home language, thereby preparing students to acquire their second language.

If teachers assign homework, it should be a review of what they taught during the school day, and given in the language of instruction. Students should attempt to complete the assignment independently to the best of their ability. Parents/guardians are discouraged from translating homework. When a student is experiencing difficulty with homework assignments, parents/guardians should communicate difficulties directly to the teacher. Remember, your job as a parent is to continue to build and foster concepts and vocabulary in your home language. Once students learn a concept in one language, it is easy to transfer to the second language. Reading every night is a great way to build your students' home language skills!

Colorín Colorado – A bilingual site for educators and familiesBilingual Kids Rock

Bilingual Kids Rock – Newsletter, advice and resources for raising bilingual children

Center for Applied Linguistics (research on DL programs)