Pixel International Conferences

The process of transforming schools into learning communities that provide high quality instructional experiences for all students requires school administrators to be instructional leaders with the skills and dispositions to nurture and grow accessibility, equity, and excellence in teaching and learning.  Meeting the needs of all students is paramount in an increasingly interconnected world and is more critical than ever. Implementing Dual Immersion (DLI) programs has a transformative impact on learning and is designed to provide students with instruction of content in two languages. It  has gained momentum as a powerful tool for fostering linguistic proficiency, cultural understanding, while achieving academic excellence in math, reading, and other content areas. Research consistently indicates that DLI programs not only enhance language skills but also contribute to cognitive flexibility, problem-solving abilities, and overall academic achievement (Collier, V.P. & Thomas, W.P., 2017) However, the positive outcomes of DLI extend beyond academic realms, addressing the imperative need for socio-cultural competence in today's globalized society (García, O. (2009) By immersing students in a bilingual environment, DLI fosters an appreciation for diverse cultures and perspectives, nurturing a generation of individuals who can navigate and contribute to a multicultural world with ease. It also validates and empowers the most marginalized students by offering an inclusive learning environment, where students can thrive. Successful DLI implementation relies on a collaborative approach among educators, administrators, parents, and the community (Tedick, D. J., Christian, D., & Fortune, T. W., 2011). Sustainable implementation requires key considerations and best practices involved in transforming schools with dual language immersion. Examples of successful programs serve as models for institutions seeking to implement or enhance their DLI initiatives. Insights into effective teaching strategies, assessment methods, teacher professional development needs, and community engagement practices are shared. Facilitator will provide resources and guidance for educators and administrators in navigating the complexities of dual language immersion, and offering a roadmap for educators and policymakers seeking to embrace this transformative approach to education.

Keywords: High Academic Achievement, Socio-cultural competence, Biliteracy

References:

[1] (ACTFL). (2015). Assessing Proficiency: Bridging the Gap Between Learning and Performance

[2] Collier, V. P., & Thomas, W. P. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 203-217.

[3] Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., & Soltero-González, L. (2014). Biliteracy from the Start: Literacy Squared in Action.

[5] OELA, U.S. Department of Education. (2017). Dual Language Education Programs: Current State Policies and Practices.