Frequently Asked Questions

1. What are Dual Language Schools?
Dual language schools provide an educational approach where students learn literacy and content in two languages. In the United States, most dual language programs focus on English and Spanish. In North Carolina, there are eight DL/I program languages: Cherokee, Chinese, French, German, Greek, Japanese, Spanish, and Urdu. The programs provide the same academic content and address the same content or state standards as traditional educational programs where instruction is in one language. Elementary DL/I programs offer instruction in the two languages over an extended time, from kindergarten through at least fifth grade, with middle and high school DL/I continuation programs being added as needed. Instruction is in the DL/I program language at least 50% of the time.

2. What types of dual programs and immersion programs are in North Carolina?

In the U.S.A. and North Carolina, these are the main types of dual language programs, which mainly differ in the student population:

Continuing Immersion. These programs are designed to continue a DL/I program at the secondary level (middle school/junior high, high school). Depending on scheduling and other factors, courses are delivered in English or the DL/I program language.
Developmental, bilingual programs, or maintenance. These programs enroll primarily students who are native speakers of the partner language. They are designed for English Learners (ELs) to develop English proficiency and maintain and improve their native or heritage language skills. Content is delivered in English and the DL/I program language.
Full Immersion. These programs are structured for environments where the DL/I program language is used exclusively or for most of the day. Content is delivered in the DL/I program language. English language arts is typically introduced around grade 2.
Heritage language programs. These programs mainly enroll students who are dominant in English but whose parents, grandparents, or other ancestors spoke the partner language.
Indigenous Immersion. These programs are designed to revitalize language and culture in indigenous communities. Content is delivered in English and the DL/I program language.
One-way immersion, foreign language immersion, or language immersion. These programs enroll primarily native English speakers.
Partial Immersion. These programs are structured for environments where the DL/I program language is used for some portion of instructional time that is less than half. Content is delivered in English and the DL/I program language.
Two-way (bilingual) immersion programs. These programs enroll a balance of native English speakers and native speakers of the partner language.

3. What are the goals of a DL/I Program?

According to the third edition of the Guiding Principles for Dual Language Education, the goals of a DL/I program are best described by the three pillars: bilingualism and biliteracy, high academic achievement, and sociocultural competence.

4. What are the advantages of placing a child in a DL/I program?

Research outlines some benefits contributing to a well-rounded educational experience for students in dual language immersion programs:

4.1- Bilingual Proficiency: Students develop fluency in two languages, enhancing their communication skills.

4.2- Cognitive Development: Learning two languages can improve cognitive skills, including problem-solving and critical thinking.

4.3- Cultural Awareness: Students gain an appreciation for different cultures, promoting inclusivity and understanding.

4.4- Academic Achievement: Research shows that dual language immersion can lead to higher academic performance in both languages.

4.5- Enhanced Career Opportunities: Bilingual individuals often have better job prospects in a globalized workforce.

4.6- Improved First Language Skills: Studying a second language can reinforce and enhance students' first language skills.

4.7- Social Skills: Engaging with peers from different linguistic backgrounds fosters teamwork and social interactions.

4.8- Lifelong Learning: Early exposure to multiple languages encourages a love for learning and adaptability in various contexts.

5. How much time out of the day is in the target language (ex., Spanish, Chinese) in a student’s schedule?

Language allocation or separation can differ based on grade level, program, school, or district. This is often represented by instructional time ratios such as 90/10, 80/20, 70/30, 60/40, and 50/50. In these ratios, the first number indicates the percentage of time spent in the dual language immersion (DL/I) program language, while the second number represents the percentage of time spent in English. For instance, in a kindergarten program with a 90/10 ratio, 90% of the day is conducted in the DL/I program language, and 10% is in English.

6. Are DL/I programs appropriate for students with disabilities, English learners, and students who speak a language other than English and the DL/I program language?

Of course, yes! Research on DL/I programs has shown great success for all students.

7. Can students be admitted to an elementary, middle, or high school DL/I program if they are new to the school or district or are beyond kindergarten or Grade 1?

It depends. Students whose native language is the program/target language can be admitted beyond Kindergarten or Grade 1. Check the DLI Handbook for late admissions policies and language assessment. English-speaking students can be accepted if they have a command of the program/target language following grade-level expectations (coming from another dual language program).

8. Can a student be removed or withdrawn from a DL/I program?

DL/I programs in North Carolina are a school choice option. If a parent or guardian wants to withdraw a child, they must contact the DL/I administrator(s) about that process. Once the student is removed or withdrawn, they won't be able to re-enter the program later. Check the DLI Handbook for the exit process.

9. How will DL/I impact an EL student's ability to learn English?

Drs. Collier and Thomas show that English Language Learners (ELLs) enrolled in dual language/immersion programs will achieve English proficiency at higher levels than their peers not enrolled in immersion programs. You can read an excerpt of their research: Chapter Five: Astounding Effectiveness -The North Carolina Story.

10. How does a child learn to read in a DL/I program?

Researchers say that in 90:10 programs, students learn to read first in the partner language. Once acquired, the ability to read is also transferred to other languages. Dual Language Immersion (DLI) programs design their curricula to be similar, utilizing both print and digital resources to teach reading in both languages. This instruction may take place either simultaneously or sequentially. For instance, in most DLI programs, language arts courses are taught in the DLI language from the start, while English language arts is typically introduced around the second grade.

11. Are students in DL/I programs tested in English or the DL/I program language?

It depends. North Carolina's End-of-Grade (EOG) and end-of-course (EOC) exams are only given in English in math, reading, and science.

12. Will a graduating senior earn special recognition for DL/I program participation?

North Carolina offers five diploma endorsements that graduating seniors can earn, including the Global Languages Endorsement (GLE), which is our state’s Seal of Biliteracy.

Any student in North Carolina can qualify for the GLE. Students enrolled in a dual language immersion (DL/I) program in high school or who have participated in a DL/I program in elementary or middle school must meet specific requirements for both English and World Languages. The GLE is indicated on the diploma, and details about the languages and proficiency levels earned are included on a student’s transcript, which can be used for college admissions and placement purposes.