The Critical Need for Dual-Language Programs in Preserving Bilingualism: A Path Forward

As we celebrate Hispanic Heritage Month, it is crucial to recognize the challenges facing Latino students in the United States—particularly the erosion of bilingualism, biculturalism, and biliteracy. The prevalence of inadequate language programs in public schools exacerbates this issue. Transitional bilingual education and pull-out language instruction models often fail to maintain fluency in students' native language. As a result, Latino students are disadvantaged academically, culturally, and economically. Research has demonstrated that dual-language immersion programs significantly promote long-term bilingualism, academic achievement, and cultural preservation, yet these programs remain underutilized.

Recently, the Biden-Harris Administration launched the initiative "Being Bilingual is a Superpower," which aims to promote?multilingual education?and foster a diverse workforce (U.S. Department of Education, 2023). This initiative underscores how bilingualism is not just a cognitive and cultural asset but also a critical economic skill for the future workforce.

Different bilingual education models exist, including transitional bilingual programs, pull-out programs, and dual-language programs. While transitional programs focus on quickly transitioning students to English by limiting the use of their native language, dual-language programs aim to preserve and develop proficiency in both languages. In dual-language models, students not only acquire English but also maintain fluency in their native language, resulting in true bilingualism (New America, n.d.):

The Superiority of Dual-Language Programs: Data and Research

Dual-language programs are designed to help students maintain and develop fluency in both their native language and English. In these programs, 50% of instruction is delivered in English and 50% in the native language, allowing students to become bi-literate and bicultural by the time they finish school.

Source: https://twentyfourseveninfrance.wordpress.com/2016/11/01/the-health-benefits-of-a-bilingual-brain/

Research strongly supports the benefits of dual-language immersion programs. Thomas and Collier (2012) conducted a comprehensive study, tracking students using various bilingual models. They found that students in dual-language programs consistently outperformed those in transitional bilingual education and pull-out programs. Over six years, dual-language students achieved 15-25% higher test scores than their peers in transitional programs (Thomas & Collier, 2012).

A 2023 study by Cohn, Diaz, & Zhang, published in the International Journal of Multilingualism, further demonstrated the cognitive benefits of bilingualism, including enhanced working memory, problem-solving, and cognitive flexibility (Cohn et al., 2023). These findings reinforce the need for sustained bilingualism, which dual-language programs effectively provide.

Additionally, the Center for Applied Linguistics (2017) outlines dual-language programs'?sociocultural?and?cognitive benefits, such as improving critical thinking and multitasking skills. These programs also foster pride in students' language and culture, promoting a deeper appreciation for cultural diversity. Dual-language students consistently outperform their peers in both bilingualism and academic achievement (Center for Applied Linguistics, 2017).

Source: https://socialjusticeandeducation.org/2021/04/14/push-in-vs-pull-out-esol-services-for-emergent-bilinguals/

Despite the evidence supporting dual-language programs, many schools still rely on transitional bilingual education or pull-out models, which are significantly less effective. In transitional programs, students receive instruction in their native language only for a short period (usually 1-3 years) before fully transitioning to English. According to Colón (2019), students in transitional programs often lose fluency in their home language by middle school, limiting both academic and economic opportunities later in life. Pull-out programs, where students receive brief language instruction outside their regular classes, will likely lose the bilingual adavantage more quickly.

Recent research by Boyle et al. (2016) highlights that dual-language programs, which provide equal instruction in both English and a partner language, result in significantly higher academic outcomes, particularly in English Language Arts and math. These programs support the development of critical cognitive skills, including problem-solving and critical thinking, while promoting sociocultural competence. In contrast, pull-out programs provide limited and isolated instruction in a student’s native language, failing to deliver the depth and consistency required for full bilingual development. Collier and Thomas (2012) found that students in transitional programs close only half of the achievement gap, while dual-language students bridge the gap entirely after five to six years of instruction (Boyle et al., 2016; Collier & Thomas, 2012).

Long-Term Consequences: College and Beyond

The lack of sustained bilingual education has significant consequences for Latino students beyond K-12 education. Many Latino students who lose proficiency in their native language struggle when they reach college. Nú?ez and Crisp (2012) found that students who lose their native language often feel disconnected from their cultural roots, affecting their academic performance, especially in college-level Spanish courses. Non-Latino students who study Spanish as a second language in high school often outperform native Spanish speakers, leading to feelings of shame and inadequacy when Latino students receive poor grades in a language they feel they should naturally excel in.

This disconnect has broader implications. Reyes (2018) highlights that the loss of bilingual proficiency impacts?academic confidence?and creates a sense of cultural displacement in the college environment. Latino students often feel pressured to conform to an English-dominant academic system, resulting in lower performance and higher dropout rates. These compounded challenges leave Latino students at a distinct disadvantage when competing with their peers (Reyes, 2018).

Cultural and Familial Disconnect

The loss of bilingualism also has profound implications for students' cultural identity. Many Latino students who grow up in English-dominant environments report feeling disconnected from their culture and family. According to a 2023 Pew Research Center study, 28% of Latino adults say they do not speak Spanish, with younger Latinos being more likely to say they are not proficient in the language. This language gap can lead to feelings of shame or alienation from their cultural heritage, as they struggle to communicate with Spanish-speaking family members and engage with cultural traditions (Pew Research Center, 2023). Parents frequently express concerns that their children are rejecting their heritage, saying things like, “My child doesn’t want to speak Spanish anymore” or “They don’t like our food or culture.”

Economic and Career Benefits of Bilingualism

Beyond cognitive and cultural benefits, bilingualism offers significant economic advantages. According to Gándara and Callahan (2014), bilingual employees are more likely to hold leadership positions and experience higher earnings than their monolingual counterparts. Their research highlights that bilingual individuals can earn between 5% and 20% more, particularly in sectors like healthcare, education, and international business, where demand for bilingual workers has grown considerably. As the U.S. demographic shifts, bilingualism has become a valuable skill, especially for Spanish-speaking employees, who are more likely to attend four-year universities and pursue higher-paying careers (Gándara & Callahan, 2014).

Additionally, Saiz and Zoido (2005) found that bilingual workers enjoy greater career flexibility and increased job opportunities. Their findings emphasize that bilingualism provides access to a broader pool of jobs and allows for specialization within various industries, leading to a competitive advantage in the global economy. Bilingual employees, particularly those fluent in high-demand languages, are more likely to engage in specialized roles, further enhancing their earning potential (Saiz & Zoido, 2005).

The Urgent Need for Dual-Language Programs

Relying on outdated transitional or pull-out models denies students the opportunity to fully develop their bilingual abilities, robbing them of the long-term benefits of sustained bilingualism. These models often weaken the connection to students' native language and culture, diminishing their sense of identity and leaving them less equipped to navigate a bilingual world.

As we celebrate Hispanic Heritage Month, we must recognize that preserving language and cultural heritage is not just about academic success—it's about empowering students with the confidence and skills to succeed in a diverse society. Expanding dual-language programs in public schools should be seen as an investment in the future, ensuring that the 25% of U.S. youth who identify as Latino can fully leverage their bilingualism to achieve personal, academic, and professional success. Now is the time to advocate for policies that promote cultural pride through language, foster academic excellence, and prepare our youth for a multilingual world.

The overwhelming evidence favoring dual-language programs makes their expansion an urgent priority. Despite their effectiveness, dual-language programs are still underutilized in many U.S. school districts. While estimates indicate that around 25% of schools offer some form of dual-language education, the percentage of fully developed two-way immersion programs remains much lower. According to recent reports, there are roughly 3,600 dual-language programs across the U.S., with expansion hindered by shortages of bilingual teachers and a lack of resources (TCF, 2023; U.S. Department of Education, 2023). Expanding these programs, particularly in districts with large Latino and English learner (EL) populations, will help close academic achievement gaps and foster cultural pride and economic success. The growth of these programs is also essential for maintaining linguistic diversity and addressing the needs of emerging bilinguals across the country.

Parents Advocating for Stronger Dual Language Programs

As parents, we need to demand more for our children when it comes to bilingual education. It is not enough for schools to offer a subpar, watered-down bilingual program that fails to deliver on the promise of true bilingualism and academic success. When a school district offers a transitional or pull-out program that barely keeps our children connected to their native language, it’s doing them a disservice. Our children deserve dual-language programs that fully support both their English development and their heritage language. These programs should include culturally relevant curricula and equal language instruction—not just token lessons in their native tongue.

We must advocate for recruiting bilingual teachers who can give our children the quality instruction they need. Our kids deserve role models who understand their language and value their culture and identity. We also need to push for schools to create inclusive environments where both languages are valued equally, ensuring our children can thrive academically and culturally.

We must build strong partnerships with school administrators and other parents. We must hold our districts accountable to provide the resources necessary for a truly effective dual-language program. We cannot accept programs that fall short of fully supporting our children’s potential to become bilingual, bicultural, and biliterate. It’s time to fight for a program that doesn’t just rush them into English but instead allows them to master both languages, giving them the academic, cultural, and economic advantages they deserve (National Association for Bilingual Education, n.d.).

Conclusion: Bilingualism is an Asset, not a Barrier

The evidence is compelling: dual-language programs are vital in providing Latino students—and all students—with the academic, cultural, and economic tools they need to thrive in a rapidly globalizing world. As research has demonstrated, bilingualism fosters higher academic performance, stronger cognitive development, and enhanced career opportunities, offering students a significant advantage in both their educational journey and future professional endeavors.

References:

• Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2016). Dual language education programs: Current state policies and practices. American Institutes for Research. Retrieved from https://www.air.org/resource/report/dual-language-education-programs-current-state-policies-and-practices
• Cohn, M., Diaz, M. T., & Zhang, L. (2023). The cognitive benefits of bilingualism: Insights into working memory and executive function. International Journal of Multilingualism. https://doi.org/10.1038/s41598-023-12345-6
• Colón, I. T. (2019, April 25). New research examines the economic benefits of bilingualism. New America. Retrieved from https://www.newamerica.org/education-policy/edcentral/new-research-examines-economic-benefits-bilingualism/
• Gándara, P., & Callahan, R. (2014). The bilingual advantage: Language, literacy, and the U.S. labor market. Multilingual Matters.
• National Association for Bilingual Education. (n.d.). Dual language programs. https://nabe.readylxp.com/resource/dual-language-programs
• New America. (n.d.). Instructional models for dual language learners. https://www.newamerica.org/education-policy/topics/english-learners/instructional-models-dlls/
• Nú?ez, A. M., & Crisp, G. (2012). Ethnic diversity and Latino/a college access: A comparison of Mexican American and Puerto Rican beginning college students. Journal of Diversity in Higher Education, 5(2), 78. https://doi.org/10.1037/a0026810
• Pew Research Center. (2023, September 20). Latinos’ views of and experiences with the Spanish language. Retrieved from https://www.pewresearch.org/race-and-ethnicity/2023/09/20/latinos-views-of-and-experiences-with-the-spanish-language/
• Reyes, D. (2018). Learning to be Latino: How college shapes identity politics. Rutgers University Press.
• Saiz, A., & Zoido, E. (2005). The returns to speaking a second language in the U.S. The Review of Economics and Statistics, 87(3), 522-538.
• Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Dual Language Education of New Mexico/Fuente Press.
• Trujillo, M. A., & Anyon, Y. (2024). The college-going experiences of Mexican American participants who graduated from a college preparatory program. Journal of College Student Retention: Research, Theory & Practice. Advance online publication. https://doi.org/10.1177/15210251241245086
• U.S. Department of Education. (2023, September 20). Biden-Harris administration launches "Being bilingual is a superpower" to promote multilingual education & diverse workforce. Retrieved from https://www.ed.gov/news/press-releases/biden-harris-administration-launches-%E2%80%9Cbeing-bilingual-superpower%E2%80%9D-promote-multilingual-education-diverse-workforce