Dual Language for CHISD is defined as follows:
As a program that will instruct the ELL (English Language Learner) student in Spanish and English and ensure that students will meet and exceed state performance standards. This program is designed to value, maintain, and support the child's native language. The program is not designed to remove or replace the child's native language. The program will increase knowledge through native language instruction and cultivate academic development in Spanish and English.
Gómez & Gómez 50/50 Dual Language Enrichment Model:
Over the last 14 years, Dr. Leo Gómez and Dr. Richard Gómez have focused their research on linguistic and academic issues that effect language minority populations, particularly Spanish Dual Language Learners-DLLs. They have published several articles on dual language education, describing the need for schools to implement enrichment models of bilingual education that not only more effectively educate DLLs, but all children. To this end, they have been extensively involved in the development, implementation and assessment of one-way & two-way dual language programs implementing a 50/50 Dual Language Enrichment Model they originally developed in 1996. The consistent implementation of this model has proven effective in improving the long-term academic and linguistic achievement (based on standardized test results in reading & mathematics) of Spanish and English dominant students
What Does the Research Say About Dual Language?
Multiple benefits exist for acquiring a second language during the primary years. Some of the benefits of learning a second language during the elementary years include:
•Children have the ability to learn and excel in the pronunciation of a second language (Krashen, et al., 1982)
•Participation in early second language shows positive results in areas of standardized testing (Armstrong & Rogers, 1997)
•Children who had studied a second language show greater cognitive development (Hakuta, 1990)
•Second language study has shown to increase listening skills, memory, and a greater understanding of one's own language (Lapkin, et al., 1990)
•Children studying a second language have an improved self concept and sense of achievement in school (Caine & Caine, 1997)
•Children develop a sense of cultural pluralism, openness and appreciation of other cultures (Met, 1995)