Dual-language immersion programs have been gaining popularity across the United States, driven by research on bilingual education’s effectiveness and increasing public demand for multilingualism. These programs have been recognized as a powerful tool to support English learners (ELs) and promote diverse learning environments. In the San Francisco Bay Area, where linguistic, racial, ethnic, and cultural diversity is abundant, the landscape of dual-language immersion (DLI) programs is explored in this report.
Historically, bilingual education faced challenges, with the late twentieth century seeing a shift away from it due to concerns that it hindered English language development. However, research now highlights the benefits of DLI programs in advancing ELs’ linguistic and academic development. California’s shift in policy, with the passage of Proposition 58 in 2016, allowed for more flexibility in educational models for ELs, including the launch of bilingual and DLI programs.
DLI programs have shown the potential to enroll diverse student bodies, with English-dominant families increasingly interested in bilingual instruction. The interest from privileged families, often white and from higher socioeconomic backgrounds, can contribute to diverse learning settings and provide valuable political support for DLI programs. However, challenges arise in ensuring equitable access for historically marginalized communities, particularly ELs, as demand from privileged families may impact fair access.
To support truly integrated enrollment that benefits ELs and other students, intentional choices must be made to safeguard equitable access to DLI programs while expanding the number of available seats to reach a wide range of linguistically, racially, ethnically, and socioeconomically diverse communities. Two-way DLI models, which enroll equal numbers of native speakers of English and the partner language, have been shown to create multilingual and multiracial environments that benefit all students.
Research on the efficacy of DLI programs has been growing, showing that ELs in DLI programs exhibit higher academic growth over time compared to English-only programs. These findings underscore the importance of DLI in supporting ELs’ linguistic and academic development. However, challenges remain in ensuring equitable access and addressing the complexities of student diversity within DLI programs.
Moving forward, recommendations include identifying priority campuses for new DLI programs, setting clear enrollment rules to protect access for ELs, recruiting for DLI programs in culturally competent ways, and focusing on bilingual teacher pathways. By implementing these recommendations and addressing the challenges of equitable access, the Bay Area can continue to leverage DLI programs as a tool for promoting school diversity, integration, and better outcomes for ELs and all students.
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