The Power of Dual Language Programs: A Bridge to Building Inclusive Communities for Multilingual Learners and Their Native English Speaking Peers

In highly effective bilingual classrooms in the United States, the buzz of conversation alternates seamlessly between English and a partner language, often Spanish. Students, whether they are native speakers of English or Spanish, switch effortlessly between the two languages, working together in pairs to solve math problems or discuss a story they’ve just read. This is not an isolated occurrence—across the country, dual language programs are transforming the educational experience for both Multilingual Learners (MLs) and native English speakers.

Dual language programs are built on the principle of bilingualism, biliteracy, and cross-cultural competence. By integrating students from diverse linguistic backgrounds and teaching them in two languages, these programs create an environment where language is not a barrier, but a bridge. Recent data has provided compelling evidence of the effectiveness of these programs for both students and educators, showing not just academic benefits but also fostering inclusivity and social integration in school communities.

The growth of dual language programs has been impressive in the last decade. According to the American Councils for International Education, dual language enrollment has increased by 20% in the last five years. More than 3,000 schools across the United States now offer dual language immersion programs, catering to both MLs and native English speakers.

Educators and administrators are taking note. In a survey conducted by the Center for Applied Linguistics, 85% of principals in dual language schools reported seeing marked improvements in student outcomes compared to monolingual programs. Teachers, too, expressed increased satisfaction, citing not only their students' academic growth but also their enthusiasm for learning in both languages.

In various districts across the United States, dual language programs have become a cornerstone of their educational strategy. For example, Portland Public Schools (PPS) began its dual language program in 1998, offering both Spanish-English and Mandarin-English immersion. Today, PPS’s dual language programs serve over 8,000 students. Teachers in PPS use a 50-50 model, where students spend half their day learning in English and the other half in their partner language. This structure, combined with a curriculum that reinforces key concepts in both languages, has led to remarkable gains.

Take, for example, a second-grade teacher in Austin Independent School District (AISD). Ms. Morales teaches in a two-way dual language classroom, where students—half of whom are MLs and the other half native English speakers—learn side by side. "What I’ve seen," she says, "is that the students learn from each other as much as they learn from me. They’re developing empathy and an understanding of different cultures, all while learning language skills that will serve them for life."

In AISD, district leaders have been tracking data to monitor progress, and the results are striking. Over the past five years, dual language students in AISD have consistently outperformed their monolingual peers in both language arts and mathematics. Additionally, MLs in dual language programs have achieved English language proficiency faster than their peers in traditional English Language Development (ELD) programs.

The success of dual language programs is not limited to MLs. Native English-speaking students enrolled in these programs also show significant advantages. Research from the RAND Corporation shows that students in dual language programs score higher on standardized tests, particularly in reading and math, by middle school compared to their peers in English-only programs.

The benefits extend beyond academics. Dual language programs foster a sense of inclusivity and cultural understanding, qualities that many schools struggle to achieve. "Our dual language students are not only becoming bilingual and biliterate, but they’re also developing the social and emotional skills necessary to thrive in a multicultural world," notes Principal Nguyen of Highland Elementary in Denver, Colorado. "They’re learning to appreciate and respect the differences between them, which is something that will stick with them for the rest of their lives."

At Highland Elementary, data reveals that discipline issues have decreased by 30% since the implementation of their dual language program. The sense of belonging and mutual respect that dual language programs foster is credited with creating a more positive school climate.

Teachers and principals from successful dual language programs point to several key factors that have contributed to their success. The most common theme is professional development. Teachers in dual language classrooms often receive specialized training not only in bilingual education but also in cross-cultural pedagogy. In Portland, the district offers ongoing workshops on translanguaging—a technique where students are encouraged to draw on both of their languages to construct meaning. Additionally, the collaboration between teachers is crucial. In many schools, English and partner language teachers work closely together, co-planning lessons and sharing insights on how best to support their students’ dual language development.

Another factor is parental involvement. Many districts have actively involved families in the dual language process, offering workshops on bilingualism and encouraging parents to support language learning at home, whether they speak the partner language or not. In AISD, families regularly attend bilingual literacy nights, where they learn how to reinforce dual language learning through activities like bilingual story time or creating language games that they can use with their children.

As more districts adopt dual language programs, the momentum continues to build. Recent data from the U.S. Department of Education highlights that schools with dual language programs are seeing higher graduation rates among MLs. Additionally, states like New York and California are now incentivizing dual language programs through grant funding, recognizing the long-term academic and societal benefits.

However, some challenges still remain as districts pursue the road to building a bilingual and biliterate community. Many districts struggle with finding enough qualified bilingual teachers to meet the growing demand. In response, some districts have partnered with universities to create bilingual teacher pipelines, offering scholarships and training programs aimed at preparing educators for dual language classrooms. Some districts have even explored partnerships with Puerto Rico and other territories and countries to attract high quality and retain bilingual teachers with visas and multi-year contracts.

For schools already seeing success, the next step is often expansion, such as adding a third or fourth language across multiple schools across districts—such as offering Vietnamese alongside English and Spanish—to reflect the linguistic diversity of its community.

Dual language programs represent more than just a method of instruction—they are a vision for a more inclusive and multilingual society and elevate language as an asset. As these programs continue to grow and evolve, these stories serve as a powerful testament to the positive impact that dual language programs can have on students, teachers, and communities. With data showing strong academic, social, and cultural benefits, these programs are proving to be a key tool in preparing students for a globalized world, where multilingualism is not just an advantage but a necessity.

References

American Councils for International Education. (2020). Trends in Dual Language Programs. Retrieved from https://www.americancouncils.org.

Center for Applied Linguistics. (2019). Dual Language Program Survey Results. Washington, DC: Center for Applied Linguistics. Retrieved from https://www.cal.org.

Austin Independent School District (AISD). (2022). Bilingual Education Program Report. Retrieved from https://www.austinisd.org.

Portland Public Schools. (2021). Dual Language Immersion Programs Overview. Portland, OR: PPS Communications Department. Retrieved from https://www.pps.net.

U.S. Department of Education. (2020). Grants and Funding for Bilingual and Dual Language Programs. Retrieved from https://www.ed.gov.

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