Implementing and Maintaining a Dual Language Program:

The Nuts and Bolts of a Pathway to Academic Excellence

By Murphy, Audrey Figueroa Delta Kappa Gamma Bulletin, July 1, 2016

ImplementingandMaintainingaDual
LanguageProgram:TheNutsandBoltsof
aPathwaytoAcademicExcellence
Murphy,AudreyFigueroa,DeltaKappaGammaBulletin

DualLanguage:AValuableandAchievableGoal
Inrecentyears,theDualLanguage(DL)ortwowaybilingualprogrammodelhasbeen
implementedinanincreasingnumberofU.S.schools(Padilla,Fan,Xu,&Silva,2013
Shannon&Milian,2002Soltero,2004TorresGuzman,Kleyn,MoralesRodriguez,&
Han,2005).Althoughmanyoftheseschoolsservepopulationsthatincludehigh
concentrationsofEnglishlanguagelearners(ELLs),otherssimplysubscribetothe
notionthatthismodelprovidesanoutstandingopportunityforsomeorallstudentsto
developskillsauthenticallyintwolanguagesandtoimprovetheiroverallacademic
achievementbyworkingcooperativelywithothersandbyusingbothlanguagesto
learnacademiccontent.Infact,DLprogramshaveflourishedfordecadesoutsidethe
UnitedStates,particularlyincountrieswheretwolanguagesarewidelyorofficially
used,suchasCanadaandseveraloftheEuropeanUnioncountries(Freeman,
Freeman,&Mercuri,2005LessowHurley,2000).Duallanguageschoolsalsoprosper
inLatinAmerica,withprominentexamplesincludingtheTorrescampusofElInstituto
OvalleMondayinMexicoElColegioBolivarinCali,ColombiaandtheArgentinian
programsknownasdobleescolaridad(doubleschooling),inwhichinstructorsuse

bothEnglishandSpanishtoteachallclasses(Freemanetah,2005).InAsia,countries
withmanylanguagesrepresentedwithintheirborders,suchasIndia(LessowHurley,
2000)andChina(Kong,Hoare,&Chi,2011),havealsoimplementedDLprograms.
IntheU.S.context,DLprogramsmakeitpossiblefornativeEnglishspeakersand
speakersofotherlanguagestodevelopbilingualliteracy,learnfromeachother,and
learnacademiccontentinacooperative,academicallyrigoroussetting.Moreover,
researchsuggeststhatthisexperiencehasapositiveimpactongrowthand
achievementformembersofbothgroups(Esposito&BakerWard,2013Lindholm
Leary,2001TakahashiBreines,2002).Giventhisevidenceofsuccessandtheir
growingpopularityworldwide,manyeducatorsandadministratorsareexpressing
interestinimplementingDLclasses.Nevertheless,thetaskmayseemdauntingto
thosewholackknowledgeofthenutsandboltsofoperatingsuchaprogram.Here,I
seektodemystifytheprocess,aswellastoexplainwhylaunchingandmaintaininga
DLprogramisavaluableandachievablegoalforalmostalldistrictsandschools.
BilingualEducation:TheModelsandtheResearch
Formanyyears,themostprevalentformofbilingualeducationforELLsinU.S.
schoolswastheearlyexitortransitionalmodel.Underthisapproach,onceastudent
hadbecomeproficientinthesecondlanguage(L2),heorshewasplacedina
monolingualclassandreceivednofurtherinstructioninhisorherfirstlanguage(LI).
However,evidencehasbeenmountingthatthereareacademicadvantagesnotonlyto
developingskillsintwolanguages,butalsotocontinuingbilingual/biliterate
development(Corson,1993Cummins&Danesi,1990Magruder,Hayslip,Espinosa,
&Matera,2013Rodriguez,2015Veliyeva,2015).Inaddition,researchershaveshown
thatLIandL2literacyarestronglyrelatedinchildhoodL2learners,asthe
developmentofliteracyskillsinbothlanguagesrepresentsthemasteryofcommon
underlyingprinciples(Atwill,Blanchard,Gorin,&Burstein,2007Cummins,1984
Leikin,2013Verhoeven,2007Zhang,Anderson,Li,Dong,Wu,&Zhang,2010).Thus,
continuingtoprovidesuchlearnerswithinstructionintheLInotonlysupports
proficiencyinthatlanguagebutalsoservestopromoteconceptualdevelopmentand
academicunderstandingthatcanbetransferredtofacilityinlearningandusingtheL2
(Cummins&Schecter,2003Marian,Shook,&Schroeder,2013MartinBeltran,

2009).Inshort,strategiestaughtintwoormorelanguagesservetocontribute
positivelynotonlytotheacquisitionoftheL2,buttoastudentsoverallacademic
developmentaswell.
Incontrasttothetransitionalapproach,DLprogramsaimtofosterbilingual
proficiencybyprovidingongoingliteracyandcontentinstructionintwolanguagesto
groupsthatarestructuredtoinclude,asfaraspossible,balancednumbersofnative
speakersofeach.Thepopularityofsuchprogramsrepresentsamajorshiftinthe
perceptionoftheroleofachild'sprimarylanguageinacquiringanL2and,wherethe
LIisthelanguagespokenbyasocalled"minority"withinthelargerculture,initsuse
inacquiringacademiccontent.InDLprograms,inotherwords,ratherthanattempting
toeliminateordownplaythe(minority)LI,educatorsuseLIknowledgeasacritical
bridgetogainingL2proficiencyforstudentsofbothlanguagegroups,andboth
languagesareusedforcontentlearningevenafterspeakersoftheminorityLIhave
achievedL2proficiency(typically,DLprogramsareofferedfor6to8yearsinthe
elementarysetting,butsomecontinueintosecondaryschool).Thus,DLisoften
referredtoasanadditivebilingualeducationmodel,inthattheL2doesnotreplacethe
LIbutisdevelopedalongsideit(Baker,2001Cenoz,2013LaraAlecio,Galloway,Irby,
Rodriguez,&Gmez,2004).Theultimategoalofsuchprogramsisnottoseekoutthe
shortestroutetoL2proficiencybuttocreatealearningenvironmentthatpromotes
bilingualandbiliteratedevelopmentandthatfosterspositiveattitudestoboth
languages,aswellastotheirassociatedcultures(Mora,Wink,&Wink,2001).
ThomasandCollier(2002)conducteda5yearresearchstudy(19962001)thatlooked
atprogrammodelparticipationandacademicachievementinselecteddistrictsacross
theUnitedStates.DLparticipantswerefoundtobethemostlikelytoreachthe50th
percentileontestscores(inbothlanguages)andtheleastlikelytodropoutofschool.
Interestingly,thestudyalsofoundthatwhenELLsleftabilingualelementaryprogram
andenteredanEnglishonlyclass,theyinitiallyperformedlesswellthanthetypical
classmatewhohadreceivedinstructiononlyinEnglish.However,bymiddleschool,
ELLspreviouslyschooledinDLprogramsdemonstratedthesamelevelofachievement
asthosereceivinginstructiononlyinEnglish,andbyhighschooltheytypically
exceededthesepeersinacademicachievement.Meanwhile,EnglishLIstudentswho
hadpreviouslyparticipatedinDLprogramsoutperformedtheirpeerswhohadbeen
educatedinastandard,Englishonlyinstructionalsetting,thussupportingtheviewthat
DLconfersacademicbenefitsonmajorityaswellasminorityLIparticipants.

ChoosingaTargetLanguageandProgramType
OncedecisionmakersatadistrictorschoolbecomeconvincedofthebenefitsoftheDL
approach,anumberofprogramlevelchoicesremaintobemade.IntheU.S.context,
oneofthehomelanguagesisalmostalwaysEnglish,andhenceU.S.educatorsreferto
DLparticipants(basedontheirbeginningstate)asELLsandEnglishproficient
students(EPs).However,animportantvariableiswhich"minority"language,widely
referredtoasthetargetlanguage(TL),willbetheLIoftheELLs(technically,English
constitutesthetargetlanguageforacquisitionbythesestudents).Typically,the
minorityLIinaDLprogramintheUnitedStateswilldependonthedemographicsand
needsofthecommunity,andparticipationforbothELLsandEPswilldependon
parentalchoice.Forexample,inaneighborhoodinwhichKoreaniswidelyspoken,a
schoolwouldhaveastrongincentivetoestablishaKorean/EnglishDLprogram,while
parentsinalargelyHispaniccommunitymightpreferthattheirchildrenstrengthen
theirSpanishhomelanguagewhilelearningEnglishtogetherwithnativeEnglish
speakerswithinaDLprogram.Multipleprogramsfeaturingdifferentlanguage
pairings,infact,canoperatewithinthesameschool.Inallcases,however,itis
importanttoreachouttoparentsinordertodeterminewhethersufficientinterest
existsorcanbegeneratedtosupportimplementingaDLprogramforagivenTL.
AftertheTLshavebeenchosen,thereareseveralDLprogramtypesfromwhichto
choosewithrespecttotheallocationanddistributionofinstructionaltime.Thefirst
choiceinthisregardpertainstothepercentageoftimethateachlanguagewillbeused
forinstruction.ThemodelsforallocationthatcurrentlypredominateinU.S.schools
arethe90/10model,inwhichEnglishisspoken10%ofthetimeandtheTL90%ofthe
time,andthe50/50model,whichstrivesforbalanceintheuseofEnglishandtheTL.
Substantialliteratureexiststoassistprogramcoordinatorsinchoosingbetweenthese
programtypes(e.g.,Esposito&BakerWard,2013Gmez,Freeman,&Freeman,
2005Soltero,2004TorresGuzmn,Kleyn,MoralesRodrguez,&Han,2005).In
eithercase,decisionswillalsohavetobemaderegardinghowtodistributethe
allocatedinstructionaltimethroughoutthedayandacrosstheweek.Withrespectto
the50/50model,thetwopredominantapproachesarethealternatedaymodel,in
whichinstructionandclassdiscussionarecarriedoutmoreorlessexclusivelyin
EnglishononedayandintheTLonthenext,andtherollercoastermodel,inwhich

instructionstartsoutinonelanguageinthemorningandthenswitchestotheother
languageabouthalfwaythroughtheschooldaywiththepatternrepeated(butwith
theorderreversed)thefollowingday,asshowninTable1.
EquippingtheClassroom
BeforeDLclassesbegin,classroomlibrariesshouldbestockedwithlevelappropriate
fictionandnonfictionmaterialsinbothlanguages.Wheneverpossible,thesametexts
shouldbemadeavailableinbothlanguagessothereiscontinuityacrossthetwo
components.Infact,manyDLproponentsadvocatetheuseoftwoseparate
classrooms,oneforEnglishandonefortheTL,andthisapproach,wherepossible,
allowsfortheroomstobedecorateddistinctivelyinordertosharpenthefocusonthe
languageofinstruction.Suchdecorationcanincludemapsandposters,aswellas
instructionalsupportmaterialssuchaslabels,charts,diagrams,andbulletinboards,
alongwithpostingsofstudents'writingandotherwork.Someprogramsevenuse
contrastingcolorstohelpyoungstudentsdifferentiatebetweenthetwoclassrooms,
suchashavingallprintingandlabelingdoneinbluefortheEnglishroomandinred
fortheTLroom.Finally,itisimportanttorememberthatDLclassroomsmustbeat
leastaswellequippedasotherswithintheschoolbuildingwithallformofmaterials,
includingtechnologyandthesoftwareandconnectionstosupportitsuse.Infact,
doublequantitiesofmaterialsshouldbeprocuredfortheseclassrooms(or,where
applicable,mirrorimagesetsineachlanguage),sothatinstructionalsupportavailable
inonelanguageroomiscomplementedintheother.
ClassOrganization
Withtheroomssetupandmaterialsordered,theorganizationoftheclasspopulation
needstobeconsidered.Basically,therearetwomodelsfromwhichtochoose:
1.Inonemodel,twoclassesaregroupedhomogeneouslybylanguage,i.e.,ELLsinone
classandEPsintheother,inordertoreceiveliteracyinstructionintheirnative
languagefortheirothercurricularcomponents,however,thestudentsaredividedinto
twogroups,eachofwhichincludesascloseaspossibletoequalnumbersofELLsand
EPs.Thismodelisbasedonthepremisethatliteracyinstructionismoreeffectivewhen
usingthelanguageinwhichoralproficiencyalreadyexists.

2.Inthesecondmodel,twoclassesareeachcomprisedofbothELLsandEPs,with
instructiondeliveredtoallstudentsinEnglishwhentheyareintheEnglishroomand
intheTLwhentheyareintheTLroom.Someschoolsimplementthismodelbeginning
atthekindergartenlevel,andmostschoolsthatstarttheirDLprogramsusingthefirst
modelinwhichgroupsareseparatedbyLIforliteracyinstructionswitchtothislatter
modelinthefirstorsecondgrade.
OrientationforParentsandStaff
Inadditiontostudyingtherelevantliterature,districtandschoolpersonnel
consideringimplementingaDLprogrammaychoosetosendteacherrepresentatives
tovisitexistingprogramsideallyprogramsthatencompassavarietyofapproachesso
theycaneducatefacultyandadministratorsregardingtheavailablemodelsand
preferredinstructionalstrategies.Inanycase,oncethedecisionhasbeenmadeto
implementsuchaprogram,educatorsfromthedistrictorschoolwillwanttoconduct
oneormoreorientationsessionsformembersofthecommunity,particularlyfor
parents,inwhichthepurposeofDLinstructionandtherationaleforthechosen
approachareexplainedanddiscussed.VideosandDVDsareavailabletoprovidea
multimediadimensiontosuchpresentations(NationalCenterforResearchonCultural
DiversityandSecondLanguageLearning,1995).Regardlessofthemethodsused,
however,itisimportanttoexplainthebenefitsoftheprogramtobothlanguagegroups
sothatparentsunderstandthatELLswillbelearningEnglishwhilestrengtheningtheir
homelanguageskillsandthatEPswillbeacquiringanewlanguageinadditionto
receivingvigorousinstructioninEnglishlanguagearts.
Someschoolsprepareahandoutorpackettosupportthedeliveryofthismessage,and
thesetypicallycontainsomeorallofthefollowingelements(Calderon&Minaya
Rowe,2003):
*TwotothreepagesdevotedtofrequentlyaskedquestionsregardingDLprograms,
alongwithashortparagraphrespondingtoeachquestion
*AonetotwopagesummaryofthebenefitsofDLprogramsandoftheresearchto
supporttheseclaims
*Aonepagesamplelettertoparentsthatincludescommitmentcriteria

*AlistofareaDLclassroomsthatinterestedparentscanvisit
*Anecdotesfromteachers,parents,andmembersofthebusinesscommunity
acknowledgingtheneedforandvalueofsuchprograms
*Costestimate/proposedbudgetandlistofpossiblefundingsourcesand
*Apressreleaseorguesteditorial.
Acommitmentlettercanalsobedraftedforparentstosign,whichshouldmakeclear
thegradelevelsthattheprogramwillspan,typicallybeginningwithkindergarten.As
theprogramgrows,inquiriescanbemadewithlocalintermediateandsecondary
schoolstoseeiftheyareinterestedinsupportingthecontinuationoftheDLprogram
throughtheirgradelevelsaswell.
TeacherSelectionandProgramming
EducatorschosentotakeresponsibilityfortheDLprogramshouldbededicatedand
possessstronglanguageandpedagogicalskills.Atleasttwoteachersusuallyneedtobe
involvedforeachgradelevel:onemustbecertifiedinbilingualeducation,theotherin
EnglishasaSecondLanguage(ESL).OneteacherwillinstructinEnglish,andonewill
teachintheTL.TheEnglishteacherdoesnotnecessarilyhavetospeaktheother
language,althoughdoingsomaybeconsideredaplus.However,itiscrucialforthe
twoteacherstobeabletoworkcollegiallywitheachother,astheywillneedtoplan
lessonstogetherinordertomaintaincontinuityofinstructionacrosschangesin
instructionallanguage.Afterall,eachwillneedtopickupwheretheotherleftoffwith
agivenlessonortopicthatwasbegunorlastvisitedintheotherlanguage,andonly
throughcarefulplanningandcooperationcantheyensurethatinstructionmoves
forwardcontinuously.
Inmanycases,DLprogramscomprisetwoclassesforeachparticipatinggrade,with
eachteacheralternatingdays(orhalfdays)witheachclass(seeTable1).Forthis
arrangementtofunctionsmoothly,andinordertofulfillallcurricularrequirements
andexpectationsforbothgroups,theclassesmustmirroreachother.Thislevelof
coordinationisgreatlyfacilitatedifthetwoteachersareprovidedacommon

preparationperiodeachday.Ifpossible,astheprogramgrows,theDLteachersforall
gradelevelsshouldbeprovidedwithacommonweekly(oratleastmonthly)
preparationperiod,duringwhichtheycanmeetasadepartment.
PromotingAcademicAchievement:DualLanguageasanEnrichmentProgram
DLcanbeviewedasanenrichmentprogramandmaybeaffiliatedwithor
administeredunderadistrictorschoolsgiftedandtalentedprogramorsimilarrubric.
Assuch,theprogramandexpectationsforbothELLsandEPsshouldbebasedona
rigorouscurriculumandshouldfocusonchallengingobjectives.However,program
plannersandclassroomteachersmustbearinmindthatineachlanguageroomwithin
theDLprogramthereis,atanygiventime,agroupforwhomthelanguageof
instructionistheirLI,whoneedtobechallenged,andagroupforwhomthelanguage
ofinstructionistheirL2,whoneedtobeprovidedwithscaffoldingandotherformsof
pedagogicalsupportinordertograspandinternalizetheconceptsbeingtaught.This
programandclassroomdynamicismappedoutinTable2.
Topromoteacademicachievementforallindividualswithinthisdynamic,DLteachers
employavarietyofstrategies,suchasusingflexiblegroupingpracticesandproviding
individualstudentswithopportunitiesforadvancedprojects(Baecher,Artigliere,
Patterson,&Spatzer,2012Beecher&Sweeny,2008Tomlinson,2004).Whatis
importanttobearinmind,however,isthatallofthestudents,bothELLsandEPs,will
belanguagelearnersinoneoftheclassesandlanguageproficientstudentsinthe
other.Hence,theDLpathtoacademicexcellenceisachallengingoneforteachersand
studentsalike,andschoolsanddistrictsmaychoosetoemploysomeformofselection
processbeforeencouragingstudentstoembarkonthisjourney.WhereELLsare
concerned,however,particularlyintheearlygrades,theapproachesbywhichU.S.
educatorsareaccustomedtoidentifyinggiftednessoraptitudemaybeimpededbythe
languagebarrierorculturaldifferences.Hence,whenscreeningELLsforparticipation
inDLprograms,schoolsanddistrictsneedtoidentifyandofferalternativestoEnglish
languagestandardizedtests(CoxPeterson&Olson,2007Malabonga,Kenyon,Carlo,
August,&Louguit,2008Malloy,Gilbertson,&Maxfield,2007).Examplesof
alternativeassessmentsincludebehavioralchecklistsorinventories,interviews,
autobiographies,nominations,andtestingconductedinthestudentsLI(Cohen,1990).

Nevertheless,manyoftheguidelinescommonlycitedinconnectionwithprograms
targetedtoacademicallygiftedstudentsareequallypertinentwhendesigningaDL
program.Particularlyinstructiveinthisregardarethefollowingpointsemphasizedby
Smutny(2003):(a)giftedprogramsshouldnotplanforenrichmentonlybutshould
offeracohesive,rigorous,creative,andindepthcourseofstudy(b)giftedprograms
shouldusethebestpossibleteachersinthecontentareasbeingofferedand(c)gifted
programsneedtoaccommodatestudentswithdifferentlearningstyles,cultures,and
socioeconomicbackgrounds.Inrecognitionofthediversityreferredtointhislatter
point,itisimportantthatDLprogramparticipantsbeexposedtoavarietyofteaching
stylesandphilosophies,aswellastoarangeofactivitiesandexperiences,inorderto
providethemwithmultiplepathwaystoacademicandpersonalgrowth.Inother
words,theyshouldnotbeinstructedmonolithically,eitherintermsoftheapproach
takenwitheachstudentorthestrategiesusedacrossdifferentlessonsorthroughout
theschoolyear,andtheyshouldbeprovidedwithenrichmentopportunitiestothe
fullestextentpossibleforagivendistrictorschool.Suchopportunitiescaninclude
accesstoexperiencesandactivitiesthataredesignedtoexposestudentstoevents,
persons,andplacesnotcoveredinthetraditionalcurriculum,includingfieldtripsand
guestspeakers,aswellaslearningactivitiesbasedoninvestigationandproblem
solving(Beecher,1996).SomeschoolsmayalsochoosetoofferDLprogram
participantstheopportunitytobeginstudyingathirdlanguageoncetheyhavebecome
proficientintheirL2.
PotentialDrawbacksofDLPrograms
PotentialdrawbackstotheDLinstructionalmodelshouldalsobenoted.Foronething,
thequalityofinstructionintheminoritylanguage,orTL,maybesubstandard,
particularlywherealackofteachersqualifiedtoteachinthislanguageexists(Valdes,
1997).Second,asSnow(1990)pointedout,theintroductionofnativelanguage
instructionwillnotsolvealloftheeducationalchallengesforagivengroup,notablyfor
ELLsintheU.S.context,andanyprogramwithpoorinstructionwillbeadisserviceto
participants,irrespectiveofthequalityofthemodelortheintentionsoftheorganizers.
Finally,manyschoolsmaynothavetherequisitenumbersofELLsandEPsof
otherwisesimilardevelopmentalleveltoformbalancedDLclasses,particularly
becausesubgroupswithinagivensocietyoftenclusterinneighborhoodswheretheir
nativetonguepredominates.

Conclusion
Insum,DLprogramscanbeunderstoodandmanagedasenrichmentprogramsand
targeted,atleastinthefirstinstance,togiftedstudents.Nevertheless,thepurposeor
functionofDLprogramsshouldnotbeseenasnarroworexclusive.Indeed,educators
andparentshavebecomeincreasinglyawarethatbilingualismisavaluableskillforall
individualsinarapidlyglobalizingworld,anddistrictandschoolpersonnelshould
makeitagoaltohaveasmanystudentsaspossibleeducatedinmultiplelanguages.By
usingbothlanguagesforcontentinstruction,DLprogramsnotonlymeetthisgoalfor
participants,butdosoinamoreauthenticandthoroughgoingmannerthan
traditionalforeignlanguageclasses.Fromthisstandpoint,DLclassesareenrichment
programsbytheirverynature,evenwithindistrictsandschoolsthatcannotafford
expensivelearningmaterialsorawealthofactivitiesandexperiencesoutsidethe
classroom.Infact,themagicofDListhatanydistrictorschoolthathasappropriately
skilledandcertifiedteachers,studentswithLisotherthanEnglish,andparentswho
arewillingtosupportparticipationcancreateenrichmentsimplybyimplementingthe
strategyoftwowaybilinguallearning.ThisispossiblebecausemuchofthevalueofDL
isachievedbyleveragingaresourceavailableinallschools:students.DLstudents
learnhowtoworkcollaborativelyatcognitivelydemandingtasksintwodifferent
languages,and,indoingso,theynotonlyhelpeachothertoimprovetheircommandof
both,butalsolearnvaluableteamworkskillsandaugmenttheirlearningefficacy.
Thus,potentiallyatleast,DLprogramsofferaninexpensive,almostuniversally
availablepathwaytoacademicexcellence,bilingualism,andmulticulturalawareness,
allofwhicharepricelesscommoditiesinthetwentyfirstcentury.
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[AuthorAffiliation]

Dr.AudreyFigueroaMurphyisanassociateprofessorofTESOL,BilingualandDual
LanguageeducationintheEducationSpecialtiesdepartmentatSt.John'sUniversityin
NewYork.SheisamemberofAlphaPhiChapterofPiStateOrganization(NY)andthe
NationalAssociationofBilingualEducation,aboardmemberoftheBilingualSpecial
InterestGroupoftheAmericanEducationalResearchAssociation,andformervice
presidentofNewYorkStateTeachingEnglishtoSpeakersofOtherLanguages.Her
researchfocusesontheeffectivenessofthevariousmodelsandmethodsofELL
instructionandtheimpactofeducationalreforminitiativeswithinbilingual/dual
languageclassroomsettings.Murphya3@stjohns.edu
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Article title: Implementing and Maintaining a Dual Language Program: The Nuts and Bolts of a Pathway to
Academic Excellence. Contributors: Murphy, Audrey Figueroa - Author. Journal title: Delta Kappa Gamma Bulletin. Volume: 82. Issue: 4
Publication date: July 1, 2016. Page number: 45+. Delta Kappa Gamma Society International. Provided by ProQuest LLC. All Rights
Reserved.

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