According to Josie Izquierdo of ABC 7, "Spanish speaking students need both languages integrated in the classroom focusing on content, language, and language development." Researchers at Stanford University found students learn better when they learn in both languages. Using both languages makes it easier for students to make the transition from their native language to their new language. This ideology makes it easier for both the students and teachers by incorporating the new language when necessary and slowly building the usage in which they use the new language in the classroom. With this idea being implemented in school districts, the students will start learn the English Language and eventually the teachers will be able to phase out the students’ native language. This process may take a long time, but it will benefit both the students and teachers in the long run.
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| A dual language teacher instructing her class |
District 112, an elementary school in Chicago, has successfully run a program similar to Izquierdo’s approach for twenty years. In 2012, 87 percent of their ELL students have met or exceeded the ISAT standards compared to 33 to 48 percent of ELL students outside of District 112. When the students are in kindergarten, they speak Spanish for 80 percent of the instructions and English for 20 percent of the instructions. By third grade, these same students will speak Spanish for 55 percent of the instruction and English for 45 percent of the instruction time; and by fifth grade, the students speak Spanish for 40 percent of the instruction and English for 60 percent of the instruction time. Once the students reach middle school, they can either continue in their same program or attend a different middle school, where they will be placed in general education classrooms. This program takes the students through their entire elementary school tenure, but by the time they are twelve years old, they are fluent in English. At the end of the program, the students are still very young and have only completed half of their public school tenure. They have approximately seven years left of school, spoken strictly in English and since they will be exposed to the language more, it will further progress their proficiency.
Not only can dual language programs assimilate the student’s native language into the classroom, but they can also integrate the student’s culture. Rachel Hazelton sees an obvious correlation between the student’s cultural background and their school performance. If there is no connection between the student’s home life and what they are learning in school, then they are less likely to apply themselves both in and out of the classroom. If the students’ interests are incorporated into the classroom, then students are more likely to apply themselves in the classroom.
