add.a.lingua helps our partners understand and achieve the threefold goal of dual language immersion education.

what dual language immersion is

Dual language immersion education is a method of educating students in an instructional setting that allows them to acquire a second language through subject content instruction, educational discourse, and social interaction in the second language for at least 50 % of the academic day (Cloud et al., 2000). 

the threefold goal of quality dual language immersion education

From the first meeting with schools throughout articulation, add.a.lingua works to help our partners understand and ultimately achieve the threefold goal of dual language immersion education for their students:

  1. academic achievement equal to or greater than monolingual peers
  2. high degree of proficiency in the immersion language
  3. increased cross-cultural sensitivity

Commitment to upholding the threefold goal of dual language immersion education ensures that add.a.lingua partner programs are additive and not subtractive in nature. Additive programs follow quality guidelines and demonstrate student outcomes that reflect grade level literacy skills in two languages rather than one. In other words, students become proficient in a second language at NO COST to their home language.

supported program models

It is important to note that add.a.lingua supports two dual language immersion model programs at our partner schools: the early total one-way model and the 90/10 two-way model. Our commitment to these models is based on the longitudinal research evidencing superior academic outcomes for students in these types of programs, as well as data from our partner schools which follows these national trends.

early total one-way dual language immersion

In this model, majority language students receive 100% of their academic instruction in a minority or second language. In grades K-2, children learn to read first in the immersion language (L2). The instructional time in the immersion language decreases by percentages as the students progress through elementary school. The introduction of formal English instruction varies based on student demographic and other socio-cultural factors. In most homogenous L1 English dual language immersion strands in the U.S., however, fifth or sixth grade immersion students continue to receive a minimum of 50% of their instruction in the immersion language. Various secondary continuing immersion education models exist on the post-primary level.

two-way dual language immersion

This educational model emphasizes bilingualism and biliteracy for both majority and minority culture learners by enrolling equal numbers of students from each language group at every grade level. Two-way dual language immersion education began in Dade County, Florida with about half the students being Spanish-dominant and the other half being English-dominant. Although variations exist within two-way models (from 90-10* to 50-50), most often, students receive literacy instruction primarily in Spanish (or other L2).

threefold goal of immersion

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