Boerne ISD
Dual Language
Program
What is a
Dual Language Program?
Dual Language Program
Definition

A program that develops bilingualism and biliteracy in English and a second language by
integrating English Language Learners
(Spanish-dominant children) with English
speakers (English-dominant children)
Dual Language Education
Programs . . .
are a dynamic form of education
that hold great promise for
developing high levels of academic
achievement, bilingualism,
biliteracy, and cross-cultural
awareness among participating
students.
(Christian & Whitcher, 1995; Valdés, 1997).
Two-Way Dual Language Programs
Dual Language/Two-Way Programs include
fairly equal numbers of two groups of
students:
--Native Spanish speakers
--Native English speakers
This makes Dual Language programs twoway in two ways! Two languages are used
for instruction and two groups of students
are involved.
Dual Language
Dual language is the
mainstream curricular
program, just like any other
class, except that the
curriculum is taught through
two languages.
(Lindholm-Leary,
2004; Thomas &
Collier, 1997, 2002).
Why has Boerne ISD chosen
to implement a Two-Way Dual
Language Program?
Bilingual Programs in Texas

All school districts in Texas are required by
law to offer a Bilingual Program to students
who qualifying as Limited English Proficient
(LEP).

The Dual Language Program is the type of
Bilingual Program that Boerne ISD offers.
Dual Language Program

Research has shown
this to be the best
model for the longterm success of LEP
students. It has the
added benefit of
being an enrichment
program for Englishdominant students
who participate.
Why begin the Two-Way Dual
Language Program in
Kindergarten?
Research

Brain research shows that second language
acquisition has an open window for brain
connection from birth to age ten; therefore,
beginning a dual language program at an early
grade level is the recommended practice.
Dual Language Immersion Programs: Two-Way/One-Way
Developmental Bilingual Programs for Texas-Professional
Development Guide
What are the benefits of a
Two-Way Dual Language
Program?
Benefits of Dual Language Education
Educational: Individuals can acquire high levels
of academic language in both Spanish and English
 Cognitive: Individuals can made cognitive and
linguistic gains exceeding that of their monolingual
peers
 Sociocultural: Improved communication and
understanding between cultures and groups
 Economic: Increased job opportunities
 Political: Opportunities for better global
understanding and respect

Dual Language Immersion Programs: Two-Way/One-Way
Developmental Bilingual Programs for Texas-Professional
Development Guide
What makes
Two-Way Dual Language
Programs successful?
Critical Factors of Successful Dual
Language Programs





Students participate for at least 4 to 6 years
There is a balanced ratio of speakers of each
language
The languages are separated during
instruction
Emphasis is on the minority language
(Spanish) in the early grades
Core academics are emphasized as well as
instructional excellence
What is additional information
about the Boerne ISD
Two-Way Dual Language
Program?
Boerne ISD Dual Language
Program Goals
Students will develop high levels of
proficiency in their first language
 Students will develop high levels of
proficiency in a second language
 Academic performance will be at or above
grade level
 Students will demonstrate positive crosscultural attitudes and behaviors
 Students will become bilingual, bi-literate,
bicultural

Bilingual/Dual Language
Campuses

Curington Elementary - Dual Language
classes implemented through 4th grade

Fabra Elementary – Dual Language classes
implemented through 5th grade

Kendall Elementary – Dual Language classes
implemented through 6th grade
Boerne ISD Instructional Model

90/10 Model:
K – 90% Spanish/10% English
1 – 80% Spanish/20% English
2 – 70% Spanish/30% English
3 – 60% Spanish/40% English
4 – 50% Spanish/50% English
5 – 50% Spanish/50% English
6 – 50% Spanish/50% English
Why did Boerne ISD
select a 90/10 model?
90-10 Model:
Research

Shown to be the most successful
program for English Language Learners
(Thomas & Collier, 2001)

Research shows students perform as well or better
on tests of English than their English-speaking
peers who have been instructed in English only
(Lindholm-Leary, 2001).

English-dominant students have an immersion
experience, while Spanish-dominant students
receive native language instruction with the gradual
introduction of English.
Rationale for a 90/10 model:

The further we are from the Texas/Mexico border,
the greater the amount of Spanish we should
include in the curriculum because Spanish is not
supported outside of school.

A second language is best acquired when it is used
as the medium of instruction across the curriculum
(integrated instruction).

Students who add a second language demonstrate
higher levels of language proficiency, achievement,
and self-concept.

Skills transfer from one language to the other.
Transference of Spanish Reading
to English Reading

There is a high level of correspondence
in their sound relationship between most
Spanish and English consonant letters.

Research has found that Spanish phonemic
awareness and Spanish word reading and
fluency are reliable predictors of English
performance.

Many words, especially “higher-level”, multisyllabic words in English, have cognates in
Spanish or roots derived from Greek and
Italian.
Things to Know about the
English/Spanish language
English
 26 letters that
represent 40 to 45
phonemes
 Only 50% of English
words are spelled
phonetically
 There are 5 vowels
letter and 15 vowel
sounds
Spanish
 27 letters that
represent 24
phonemes
 There is almost a
one-to-one
correspondence
between graphemes
and phonemes
 There are 5 vowel
letters and 5 vowel
sounds
What is curriculum and
instruction like in the Dual
Language Program?
Curriculum and Instruction

Like regular classrooms, Dual Language
classes have a rigorous curriculum that meets
state standards .

The curriculum incorporates research-based
strategies and best instructional practices for
literacy development.

Materials have been purchased for teachers
and parents to support literacy development in
the classroom.

Teachers have received training and will
continue to receive support for incorporating
strategies to support literacy development.
Classroom Strategies That
Support Language Acquisition








Visuals, TPR (total physical response),
gestures, lots of modeling
Clear explanation of academic tasks
Speech appropriate for beginning language
levels (slow, simple sentences/speech)
Use of supplementary materials including lots
of manipulatives, pictures, realia
Preteaching vocabulary
K-W-L/graphic organizers
Paraphrasing, wait time is increased
Technology use
The Classroom Environment








Children’s writing (interactive writing)
posted on walls
Use of songs/poem evident
Word walls
Picture clues
Academic and language objectives posted
Daily opportunities to read and write
Cooperative learning/pair work/
peer interaction
Language stems provided
What resources are
available for parents of students
in the Dual Language Program?
Resources
 The district has purchased the PTP (Parents
Taking Part) Program, which includes
academically-focused songs on a CD and
follow-up activities to be done in the home as
additional support. Training will be provided in
the fall. Parents who attend this training will
receive the materials on loan for the school
year.

AMIGOS Parent Support Group

Boerne ISD Dual Language website contains
resource information for parents
Resources on the Web
Example website:
 Guiding Principles for Dual Language
Programs funded by the Office of English
Language Acquisition through the National
Clearinghouse of English Language
Acquisition (NCELA). Center for Applied
Linguistics
http://www.cal.org/twi/guidingprinciples.htm
What is the process for
signing up for the
Dual Language Program?
If you wish to pursue enrollment…

Sign-up (tonight) to have your child screened
with the Pre-IDEA Language Proficiency Test
(Pre-IPT) in English and the Get Ready to
Read! screening tool in English as a means of
helping determine your child’s foundation in
his/her native language.

To be eligible for the program, the child must
score “Fluent” on the IPT and in the 3-4 range
on the Get Ready to Read tool.
Application Process

Once screening is complete, a letter will be
sent home informing you of your child’s
screening results. Qualifying students’ names
will be included in the campus lottery.

Parents of students who do not meet eligibility
criteria may request reassessment for further
consideration. Reassessments are scheduled
during the first week in August. However,
these students will be placed at the end of the
waiting list.
Student Selection

The number of English-dominant students invited to
participate in the Dual Language program will be based
on the number of Spanish-dominant children in the
class.

90% of the slots will be reserved for students from
campuses with a Dual Language Program; 10% of the
slots will be reserved for students from campuses
without a Dual Language Program.

If more applications are received than space is
available, qualified students will be placed in a lottery.
Note: We are no longer able to give preference to siblings.
Lottery

Once all of the campus slots are filled, the
remaining students’ names will be included in a
district lottery and drawn to be placed on a
district waiting list (in the order they are drawn).

Parents will be notified by the end of May
regarding their child’s status.

Students selected from Fair Oaks Ranch and
Cibolo Creek Elementary will be given transfer
forms to complete (Note: Parents are responsible
for transportation).
Transfers

Parents must provide their own transportation.

Transfer requests must be submitted annually.

Students from a campus with a Dual
Language Program will return to their home
campus when space becomes available.

Transfer requests will only be granted for
children in the Dual Language Program.
Transfer requests for siblings are not allowed.
(It is possible that you may have children at
two different campuses.)
Waiting List

Should a slot open later in the summer, students
will be invited to attend according to their order
on the waiting list. Parents will be notified by
the end of the second week in August.

If a student is drawn to attend at a campus other
than their home campus, parents will be given
transfer forms to complete.

Parents of students remaining on the waiting list
will also be notified of their status by the end of
the second week in August.
Program Orientation Meetings

Students will be invited to meet their
teachers at the “Meet the Teacher”
evening held at each campus.

Additional program information will be
shared throughout the back to school
events and through our Dual Language
Family Nights.
Questions?