Dual Language Guidelines
Diverse in Language, United in Learning
Diversidad de Lenguaje, Unidos en Aprendizaje
; All students will acquire a second language while maintaining their native
; All students will have high academic achievement at or above grade level. ; All students will develop positive cross cultural attitudes. ; A partnership between parents, teachers, and administration will create
bilingual, biliterate, and bicultural students.
; The district is committed to support and sustain the program.
Table of Contents
General Information 4
Two-Way Dual Language 4 Research 5
Policies and Guidelines 6
Selection Process 6
Language Distribution 7
Request to Withdraw 8
Integrity of the Program 8 Program Accountability 9 Summary 9
Being bilingual allows students to have greater access to an ever changing world. To be able to speak, read, and write in two languages is a particularly valuable skill in Texas. According to the Texas State Data Center and the Office of the State Demographer, the Spanish speaking population of Texas has grown by 18% in the last ten years and is expected to grow at least 30% by the year 2040. Subsequently, the Spanish language will be a more prominent aspect of our society, including business, medicine, and education.
Dual language education emphasizes challenging standards in the core content areas while enriching students’ development in both their first and second languages. Dual language education
aims for full proficiency in two languages, understanding and appreciation of the cultures associated with those languages, and high levels of achievement in all core academic content areas.
Through dual language education, New Caney ISD is equipping students with the tools to become bilingual, biliterate, and have a better understanding and appreciation for other cultures. We are investing not only in the future of our students but also in the future of our community.
New Caney ISD offers two-way (sequential) dual language education.
The two-way dual language program is designed to mix both English language learners and English speakers in the same classroom where each student is learning a second language. The goal of the program is to have roughly the same number of native English speakers and English language learners (each group should at least make up one-third to two-thirds of the total student population). In the sequential model, the students will begin reading in their native language first ndrdand the second language will be added later (usually around 2 or 3 grade). Students will receive
instruction in all content areas in both languages separately. The instructional time will be divided 50% Spanish and 50% English in all grade levels. The program is rigorous and requires at least a 6 year commitment. It is not an exit program. The goals of the program are bilingualism, bi-literacy, high academic achievement at or above grade level, and multicultural competence.
Dual language programs have been in the United States for over 40 years. The most dramatic growth of these programs has happened over the past 15 years. Longitudinal research findings for two-way dual language programs have shown substantial gains in fully closing the achievement gap in the second language. In comparison to other programs, students in dual language programs have shown the highest academic achievement as shown through classroom grades, benchmarks, and state mandated testing instruments (Collier & Thomas, 2004).
New Caney ISD has reviewed current research on the existing programs that service second language learners, attended professional development trainings, conducted classroom observations in established dual language programs, and worked closely with a dual language consultant to ensure proper implementation of two-way dual language programs. As a result of careful planning, we have created a network of professionals with whom we can consult, collaborate and share, and exchange ideas with as we strive to implement successful dual language programs. Further information on different research based language programs can be obtained by visiting any of the following websites:
; Center for Applied Linguistics – www.cal.org
; National Association for Bilingual Education – www.nabe.org
; Dr. Elena Izquierdo / Two Way Dual Language –
; National Clearinghouse for English Language Acquisition – www.ncela.gwu.edu
; Texas Two-Way Dual Language Education – www.texastwoway.org
Policies and Guidelines
Any students identified as Limited English Proficient (LEP) by the Language Proficiency Assessment Committee (LPAC) are automatically eligible for participation in the dual language program based on program availability at each campus.
Eligibility for English speaking students is based on (but not limited to) the following criteria:
; Students must be enrolled in Pre-Kindergarten or Kindergarten for the upcoming school
; Students must be assessed using an oral language proficiency exam in English;
; Siblings of students already enrolled in the program are eligible for enrollment in the
program as long as they meet all other entrance criteria;
; Students transferring from another district’s dual language program will be eligible based
on availability of space;
; At least one parent/guardian must attend a parent informational meeting in the Spring or
early Fall semester;
; Parent/guardian must complete the home campus’ application process within the
designated time period.
Students are selected for participation in the dual language program based on the following process:
; All applications must be submitted by the deadline;
; A selection committee will review applications and oral testing results;
; A lottery will be put in place if there are more qualified applicants than space;
; Students not selected for the program will be placed on a waiting list for future enrollment;
; Within the first two weeks of school, any withdrawals from the program will be replaced
with students on the school’s waiting list;
; No new English speakers will be added to the program after the first semester of first grade.
One key element for success in any dual language program is the separation of the languages. The students are not simply learning a new language; they are learning the academic curriculum through the two languages separately (Calderón & Thomas, 2003). The following criterion needs to be followed in order to ensure the integrity of the program:
; All content areas will be taught in both English and Spanish in all grade levels PreK-5.
; Instructional time needs to be divided 50% English and 50% Spanish for all grade levels
PreK-5. Each campus may choose from the following options on how they would like to
divide their instructional time:
o ? day English / ? day Spanish
o One day English / one day Spanish
o One week English / one week Spanish
; Depending on staffing availability at each campus, a dual language class can have:
o One teacher, who is proficient in both English and Spanish, and will serve as both
language models depending on the language of instruction.
o Two teachers, one being the English model and the other serving as the Spanish
*What is important is that the actual instructional time is equally divided between both languages and the languages are not mixed. “Separation of languages for instruction helps promote language development” (Izquidero, 2010).
Request to Withdraw
Research shows that it takes at least 5-7 years to learn a new language. Therefore, students that have been accepted into the dual language program have made a long-term commitment to remain in the program through fifth grade as documented by a parent contract signed at time of enrollment. Consequently, requests to withdrawal will only be considered under extenuating circumstances, and must go through a decision committee that will include the classroom teacher and the campus administration.
Integrity of the Program
To maintain the integrity of a program means to implement it in the way that research initially showed it to be effective. As such, the program model for two-way dual language will include the following:
; At least a six year commitment (K-5)
; Quality language instruction in English and Spanish
; Instruction in English: 50% / Instruction in Spanish: 50% (including all content areas)
; Follow grade level state curriculum
; Fully supported by school district administrators, educators, parents, and community
; Highly qualified personnel
; Active parent-school relationship*
*Parents are encouraged to participate in activities that support the program and increase their understanding of the program.
The dual language programs will be evaluated based on the following standards:
; Students enrolled in a dual Language program will complete an oral language assessment in
both languages upon initial enrollment in the program and at the end of each academic
year in order to assess progress.
; Curriculum based assessments will be administered in the appropriate language of
instruction throughout the course of the year.
; Progress reporting will follow district guidelines.
; Parent commitment and involvement, as defined in the parent contract, will be sustained
throughout the duration of the contract term.
The careful implementation of the dual language program is an exciting instructional development for New Caney ISD. This program provides an extraordinary learning opportunity for the students of our district that will go far beyond the walls of the classroom. The ongoing partnerships and shared commitment to excellence among stakeholders will ensure that the goals we have set forth will meet or exceed our expectations.
New Caney ISD will continue to closely monitor the implementation and direction of these programs to ensure the integrity of the programs. Additionally, careful evaluation of the established program models will be used to recommend any necessary changes as they may arise. We are excited to be sharing the truest measure of success – bilingual, bi-literate, and bicultural
students who are well prepared for their future and have been equipped with the tools to have full access to our rapidly changing world.
Calderón, M. E. & Minaya-Rowe, L. (2003). Designing and Implementing Two-Way Bilingual
Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents. Corwin Press,
Collier, Virginia P. & Thomas, Wayne P. (2004). The Astounding Effectiveness of Dual Language
Education for All. NABE Journal of Research and Practice, 2:1.
Izquierdo, E. (2010). Two Way Dual Language. Retrieved July 14, 2010 from
Texas State Data Center and Office of the State Demographer (2008). Population Projections for
Retrieved July 12, 2010 from the State of Texas.