With so many diverse models of bilingual education, it is essential that proponents of the Dual Language model be well versed in what the aims and objectives of Dual Language really are and what the basic components of such a program look like. It is the purpose of this page to provide a basic primer identifying the distinguishing components of a Dual Language program.

Microsoft PowerPoint Presentations (in Adobe PDF format):

To help in outlining the basic aims and objectives of Dual Language Programs, we have prepared three
Microsoft PowerPoint Presentations (in Adobe PDF format). The first two are designed for family and community members, while the third presentation is designed for educators and administrators.

• Dual Language 101 (Parents & Community)
• Dual Language 101 en espanol (Parents & Community)
• Dual Language 101: Tools & Support (Educators & Administrators)

The Ground Rules:

When designing and implementing a Dual Language program, there are three non-negotiable issues. All Dual Language models must include:

1. Literacy instruction in both the Minority Language (non-English Lang.) and Majority Language (English).
2. Content instruction in both Minority and Majority Languages.
3. Instruction in Minority Language at least 50% of the time at all grade levels; instruction in English (Majority Language) at least 10% of the time at all grade levels.

Four distinct Dual Language programs

1. Two-way Immersion (90-10 or 50-50)

Proven the most successful of all dual language programs, Two-way Immersion emphasizes the need to have language models of both the Minority and Majority Languages, learning side-by-side in the classroom for the majority of the day.

The non-negotiable issues for Two-way Immersion programs are: Balance of language minority and language majority students (at least 1/3  2/3 ratio for either language). Integration of language minority and language majority students at least 50% of the time at all grade levels.

2. Heritage Language

Following the non-negotiable criteria for dual language programs, Heritage Language programs serve a student population that does not command a fluency in the language of their heritage. In New Mexico, this would include the New Mexican Hispanic or Chicano Student who no longer uses the Spanish Language in their home environment.

3. Developmental Bilingual

Following the non-negotiable criteria for dual language programs, Developmental Bilingual programs serve predominantly Minority Language students and do not have the 1/3 representation of strong Majority Language models participating in the program.

4. Foreign Language Immersion (total or partial)

Following the non-negotiable criteria for dual language programs, Foreign Language Immersion programs serve predominantly Majority Language students, and do not have the 1/3 representation of strong Minority Language models participating in the program. The responsibility of “modeling” the Minority Language falls mainly on the instructors in the classroom, and any community persons wishing to assist in the classroom.