DUAL LANGUAGE
Lenguaje Dual

Goals
All students…

  • Develop high levels of proficiency in their first language
  • (listening, speaking, reading and writing)
  • Develop high levels of proficiency in a second language
    (listening, speaking, reading and writing)
  • Perform at grade level academically in both English and Spanish
  • Demonstrate positive cross-cultural attitudes and behaviors

Background Information
In 2006, District 59 began intense English Language Learner (ELL) Task Force.  This group included teachers, board members, parents and community members that investigated our ELL program and what was best for our children not yet proficient in English.  As part of the research, we ran focus groups for students, parents, teachers and community members at many schools, in English, Spanish, Gujarati, Polish and Japanese.  A three-year plan was written to implement the goals designed by the ELL Task Force.

Dual Language surfaced as a program model to implement due to its success for English language learners as well as English speaking students.  The result of a successful Dual Language program is bilingualism for all of the students involved. Dual Language programs are unique because all children in the classroom learn two languages and cultures. Dual Language education programs integrate native English speaking students with native Spanish speaking students for academic instruction, which is presented in both languages. Social and academic learning occurs in an environment that values the language and culture of all students and sets high standards to ultimately achieve academic success in Spanish and English.

Classrooms are composed of 50 percent native English speakers (language majority students) and 50 percent native Spanish speakers (language minority students). This ratio enables students to be language majority models and second language learners.  All students learn to read, write, listen, and speak two languages equally well.

The Dual Language model creates an additive bilingual environment, which allows students to acquire a second language while maintaining and developing their native language. The curriculum of the program is the same as in the general education program. All academic areas: reading, language arts, math, science, and social science, are taught in both Spanish and English.

District #59 began a Dual Language Study Committee in the fall of 2008.  The committee is currently researching quality Dual Language programs and making the decisions necessary to implement a quality Dual Language program at Salt Creek School in the fall of 2009.  We are excited about this program and look forward to the wonderful opportunity for District 59 students.

Our Purpose

History
Dual Language programs first appeared in the U.S. forty years ago. Dade County Public Schools in Miami, Florida was the first district to implement a Spanish-English Dual Language program in 1962. Then in the 1970's programs spread into Washington D.C., Chicago, Illinois, and San Diego, California. Today, there are more than 300 Dual Language programs nation-wide. Spanish is the most popular target language with 94% of the programs using Spanish and English as the languages of instruction.

Programs are found in all different communities throughout the country. Large urban districts, middle class suburban districts as well as small rural districts have all found success and value in implementing Dual Language programs.

Is the Dual Language Program Right for Your Family?
Your child is a good candidate for the Dual Language program if he or she:

  • Is developmentally on target in his or her native language
  • Expresses an interest in different people, places, and things
  • Enjoys learning new things
  • Wants to become fluent in Spanish and English, yet realizes that learning in two languages can be challenging at times
  • Has parents who strongly support the program

The program is a good fit for families that:

  • Value other cultures – the people, art, history, etc.
  • Support learning a second language and encourage practicing the language
  • Are willing to participate in school projects and activities
  • Are willing to commit to at least five years of program participation

There are many reasons families will choose to participate in the Dual Language program: career opportunities, multicultural appreciation, and/or the ease of becoming bilingual at an early age. Parents, however, are the key to the success of any program. All families who enroll in this program show a commitment to support their child at school and at home.

Frequently Asked Questions

  • What are the benefits of a Dual Language program?

Native English speakers develop full proficiency in the Spanish language in addition to English.  Native Spanish speakers develop English as second language while maintaining and continually developing their native language.  Children of both language backgrounds learn appropriate academic skills while developing their bilingual proficiency.  All children develop social skills that allow them to make friends in a multicultural and multilingual world.

  • Do children fall behind in basic skills because of the second language?

No, national studies have shown that children in Dual Language programs, as a group, perform the same or better than their monolingual English speaking peers in achievement tests in math, reading and writing. Current ISAT results of neighboring districts show the same outcome.

  • Do the children learn to read and write in English or Spanish first?

Although children are taught to read and write first in their respective native languages, both English and Spanish literacy is taught beginning in Kindergarten.  Usually, by third grade, many children read and write comfortably in their native language and are developing literacy skills in the second language.

  • What are the criteria for admission into the program?

The Dual Language Program is a choice program with priority in admission in year one given to the children who live within the Salt Creek School boundaries.  In subsequent years families with a sibling already in the program will be given priority in admission.

If there is more interest than available space, a lottery system will be used to make final selection.

Due to the immersion nature of Spanish language instruction in the Dual Language program, monolingual native English speakers can only be admitted at the Kindergarten and first grade levels. However, other children can be admitted into the later grades, provided that they have enough Spanish language proficiency to follow instruction in the classroom.

  • What if I change my mind after my child is in the program and want to pull him/her out?

Since bilingual proficiency is a long term endeavor, and available space for families is limited, we ask that you make a long term commitment to the program and plan for your child to participate in the program minimally through grade five.

  • Will my child progress through the general education curriculum at a slower rate than children in traditional classes because (s)he is learning it in Spanish too?

No, the Dual Language classes implement the District’s recommended curriculum at the same rate as other classes. Through careful scaffolding and interactive approaches, children learn the academic content while developing their respective languages.

  • Who are the teachers for these classes? What qualifications do they have?

Teachers teaching Dual Language classes must hold an Illinois Elementary Teaching Certificate and a Bilingual Endorsement. In addition, they have native or near native proficiency in both English and Spanish. They must have knowledge of subject matter, curriculum and technology, instructional strategies and classroom management.  Dual Language teachers work as a team to monitor the quality of instruction and to implement the most effective teaching strategies in their classrooms.

  • What if I change my mind after my child is in the program and want to pull him/her out?

Since bilingual proficiency is a long term endeavor, and available space for families is limited, we ask that you make a long term commitment to the program and plan for your child to participate in the program minimally through grade five.

  • Will my child progress through the general education curriculum at a slower rate than children in traditional classes because (s)he is learning it in Spanish too?

No, the Dual Language classes implement the District’s recommended curriculum at the same rate as other classes. Through careful scaffolding and interactive approaches, children learn the academic content while developing their respective languages.

  • Who are the teachers for these classes? What qualifications do they have?

Teachers teaching Dual Language classes must hold an Illinois Elementary Teaching Certificate and a Bilingual Endorsement. In addition, they have native or near native proficiency in both English and Spanish. They must have knowledge of subject matter, curriculum and technology, instructional strategies and classroom management.  Dual Language teachers work as a team to monitor the quality of instruction and to implement the most effective teaching strategies in their classrooms.

What is the Criteria for Admission?
The Dual Language Program is a choice program with priority in admission in year one given to the children who live within the Salt Creek School boundaries.  In subsequent years families with a sibling already in the program will be given priority in admission.

If there is more interest than available space, a lottery system will be used to make final selection.

Due to the immersion nature of Spanish language instruction in the Dual Language program, monolingual native English speakers can only be admitted at the Kindergarten and first grade levels. However, other children can be admitted into the later grades, provided that they have enough Spanish language proficiency to follow instruction in the classroom.

Additional Resources
The following sites are organizations that provide information pertaining to Dual Language education.

2009-10 Members
Nicole Anderson-Teacher-Salt Creek,*Alma Botana-Teacher Leader-District 59,Rosa Dolcimascolo-Parent
*Susan Ejma-ELL Coordinator-District 59, Brian Ganan-Principal-Juliette Low, *Maureen McAbee-Principal-Salt Creek, Randy Reid-Parent, Kara Safina-Teacher,Salt Creek, *Laura Sandoval-Teacher-Salt Creek, Tess Setchell-Parent, *Nancy Wagner-Assistant Supt. for Instruction, Emily Williams-Teacher-Salt Creek, Griselda Martinez-Dual Language Kindergarten Teacher, Michelle Hernandez- Teacher-Salt Creek, Cheryl Urow-Advisor to Committee from Illinois Resource Center
*Steering Committee Members

2009-10 Meeting Dates
September 2, 2009, October 7, 2009, November 4, 2009, December 2, 2009
January 6, 2010, February 3, 2010, March 3, 2010, April 7, 2010, May 5, 2010

All meetings will take place at Salt Creek School, 65 Kennedy Blvd. Elk Grove Village
Meetings are from 6:30-8:00 PM
Babysitting is available, please contact Maureen McAbee 847.593.4375 if you will be bringing children to the meeting.

Considering Dual Language for Your Child

  • Please complete this form so we can keep you informed

For More Information

  • For more information on Dual Language in District 59, please contact Alma Botana at 847.593.4419

Select here for a list of Site Visits.

Select here for a list of Web Resources for Dual Language

Planning and Implementing a New Dual Language Program!
December 8, 2009