Commonalities and Promising Practices of Dual Language Programs

As diversity continues to grow in the American public-school system, school districts are called to provide an education that is equitable for all students.  Dual language programs have not only provided positive academic assessment outcomes for immigrants and English learners (ELs) but also have narrowed the educational gap between these populations and English speakers while keeping their home language.  Based on campus visits and classroom observations in eleven public school dual language programs across the United States; administrator, teacher, and student interviews, the commonalities and promising practices that were observed and documented based on ten important common components that are found in dual language programs as noted by prominent dual language researchers. These programs also integrate bicultural and multicultural understanding and support to further enhance, not only the academic but the socio-emotional success and cultural adjustment of English Learners (ELs) to the American educational system