The Implementation of a Two-Way Dual Language Program And The Impact On Teaching And Learning
Dual language programs satisfy the requirement of mandated bilingual programs for English Language Learners in the state of Illinois. This qualitative program evaluation focused on a school district that entered into an adaptive change process with respect to creating a two-way dual language immersion program that would increase student language acquisition in English and Spanish as well as increase cultural competency and professional development for teachers. The program evaluation provided the opportunity to diagnose the system through an examination of the challenges and the quality of the current state of the district leading to the identification of the 4c’s; context, conditions, cultures, and competencies. In designing this evaluation, early literacy instruction and the connection with teaching and learning in both languages was closely monitored. The need for more professional development in the area of teaching the Spanish language and bridging the two languages became apparent. The findings from this program evaluation revealed a need for a review of teacher certification programs specifically for dual language learners, better assessments to triangulate data in both languages, and the importance of learning about cultural competency to the community.
Two-Way Dual Language, Bilingual, Multilingual, and Multicultural Education, Curriculum and Instruction
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