District #231’s Dual Language Program integrates native English-speaking students with Spanish-speaking students for academic instruction, which is presented in both languages. 
The two-way immersion program is designed for families who would like their children to learn another language while receiving high quality academic instruction. 

Bilingual Education Coordinators

Celeste Canfield
Email Celeste Canfield

Kimberly Lumzy
Email Kimberly Lumzy

What are the vision and goals of the Dual Language Program?

The philosophy of the Rochelle Elementary School District's Dual Language Program is to educate our students to become bilingual, biliterate, and bicultural in this ever-increasing global society. We will strive for our students to achieve academic excellence in two languages and attain a multicultural understanding and appreciation for the different cultures represented in our program.

What is a Dual Language program?

Dual Language education is an effective approach to developing language proficiency and literacy in English and a partner language. Two-Way Immersion, one type of dual language education, integrates native English speakers and native speakers of another language for academic content instruction through both English and the partner language beginning in elementary school. The Spanish-English two-way immersion form of dual language is characterized as follows:

Approximately half of students are from Spanish-speaking homes and half from homes in which English (or another language) is spoken.

Instruction integrates literacy and academic content knowledge in both languages.

Curriculum focuses on challenging, age-appropriate academic skills and knowledge aligned to high standards for all students.

Are dual language programs effective?

Research has shown that both native English speakers and native Spanish speakers in well implemented dual language programs tend to excel academically, outperforming their peers in traditional educational settings. Students in dual language programs demonstrate significantly higher academic achievement than their peers not in dual language (Thomas & Collier, 2012).

Dual language is the only program that has shown full achievement gap closure for English learners(ELs). ELs who participate in dual language programs become fully proficient in a second language without sacrificing their English development (Baker, 2011; Lindholm-Leary, 2009). Spanish-speaking students have the opportunity to become literate in their native language, thus enabling them to transfer skills and concepts to English (Baker, 2011; Genesee,2004). On state assessments as well as norm-referenced tests given in English, English learners in dual language typically score significantly higher than their peers in traditional ESL programs (Thomas & Collier,2012). Schools that offer dual language programs can expect one-fifth to one-sixth of the achievement gap for English learners to close each year (Thomas & Collier, 2002).

What is the program model in Rochelle?

Lincoln (PreK-K-1st), Central (2nd-3rd) and Tilton (4th-5th) offer 50-50 dual language programing, 50% of instruction is provided in English and 50% in Spanish. In the 50-50 model, Spanish Language Arts and Science are taught during the Spanish half of the day, while Math, English Language Arts and Special subjects (Art, Music, Physical Education, etc.) are taught in English.

Student Placement

Given the sequential nature of the program and its alignment with instructional program requirements, students typically enter the Dual Language program at Preschool or Kindergarten. Any student seeking admission to the Dual Language program after their Kindergarten year will be reviewed on a case by case basis to ensure the student can fully access and participate in the appropriate grade level Dual Language curriculum. Interested families are encouraged to attend informational meetings the district offers, fill out an application and/or reach out to one of the Districts’ Language Learning Coordinators.

How can my child apply?

Student placement in the Dual Language program is determined by a combination of factors, including the program capacity. In addition, the program design requires a balanced enrollment of students from homes in which English is spoken and homes in which Spanish is spoken.  An application is available by clicking here.  APPLICATION

Transportation is provided for families approved for enrollment in the Dual Language program, consistent with the school district guidelines for transportation.

Is the Dual Language program appropriate for my child with disabilities?

Dual Language is an inclusive program for students with a range of learning needs. Research indicates that most students with disabilities can benefit from participation in a dual language program. Students with disabilities who participated in dual language programs, on average, outperformed their peers with disabilities who were not in such programs (Myers, 2011; Thomas &

Collier, 2012). Individual Education Plans take precedence over all program placement/ withdrawal decisions. Parents who have concerns regarding the appropriateness of the program for their child should consult with the school administration.

What if my child wants to opt out?

Students who do not wish to enroll in the Dual Language program may participate in the traditional curriculum program in a traditional class.   

What are the benefits of a dual language program?

Research shows numerous benefits for students who participate in dual language, including:

Educational: Students who learn literacy in one language can transfer those skills to their other language.

Cognitive: Students who understand two languages show more cognitive flexibility, creative thinking and problem solving abilities compared to monolingual students of the same age.

Socio-cultural: Understanding another language and interacting with students from diverse backgrounds promotes cultural awareness, greater understanding and tolerance.

How will the teacher help my child learn and understand in a second language?

The best way to acquire a second language is through meaningful and authentic experiences. Academic content instruction provides this meaningful context, and forms a strong basis for the power of dual language education. Your child’s teacher will use a variety of strategies to help students understand oral and written language without the need of translation. Translating, or switching from one language to the other during instruction, is not helpful because students tend to “wait” to hear the instruction in their stronger language. This impedes opportunities to acquire the second language. Therefore teachers and visitors to the classroom are strongly encouraged to adhere to the target language during instructional time.

All dual language teachers are trained in GLAD (Guided Language Acquisition Design). This is a systematic way to provide language assistance to students learning their second language.

What will a typical day look like?

Your child will be assigned to two different teachers, one for Spanish and one for English. Throughout the day, your child will learn new vocabulary related to the academic subjects being learned. If your child struggles to say something in their new language, the teacher will do lots of modeling and provide plenty of practice. Your child will learn language as the class sings songs, reads books, draws, labels, plays games, works on projects, carries out experiments, and speaks and writes about what they are learning. Your child will work with children who speak Spanish at home, as well as children who speak English or other languages at home. Because every day includes time in your child’s home language and time in the other language, she or he will have chances to be an “expert” and other chances to learn from others.

All dual language teachers are trained in GLAD (Guided Language Acquisition Design). This is a systematic way to provide language assistance to students learning their second language.

What is expected of students in a dual language program?

Students will be expected to learn the same academic content as any other student. In addition, they are responsible for:

Participating actively in learning their two languages

Showing effective effort through participation during class activities, including class work, teamwork, and independent work in Spanish

Demonstrating critical thinking, decision making, and problem solving competencies in response to authentic scenarios and simulations common to the content of the course

Revisiting work when standards and expectations are not achieved

Demonstrating efficacy and responsibility, continually affirming their active and direct role in their learning process

Demonstrating respect for the teacher and classmates, including demonstrating respect  for others’ cultures and tradition

All dual language teachers are trained in GLAD (Guided Language Acquisition Design). This is a systematic way to provide language assistance to students learning their second language.

How will my child be assessed?

Dual Language students participate in the same Standards Based assessments and other school and district-wide tests taken by students. In addition, Dual Language students will be assessed in the language of instruction (i.e., content areas taught in Spanish will be assessed in Spanish and those taught in English will be assessed in English) using a variety of classroom-based and commercially available assessments.

Help! I don't speak the language! How can I support my child?

You can help your child by:

Encouraging friendships with students who speak the other language.

Understanding it takes time to learn a second language. Be patient, and encourage your child to persist.

Asking your child to explain what he or she is learning and doing. Your child should do this in the home language.

Developing a working relationship with your child’s teacher.

Providing a quiet work space for your child so that he/she can work without outside interruptions.

Reading and speaking to your child frequently in your home language.

Some parents may be interested in learning the second language. This is great, and shows your child that you value language learning. However, parents are not expected to model the other language if they are not yet proficient in it. Children will benefit more when their parents talk to them in their stronger language. This will develop a strong  foundation in the home language, thereby preparing them to acquire their second language

What about Homework?

Ask questions about the child’s homework and reading material. The child should explain this in their home language. Homework coming home will be limited. What does come home should not be new learning, but rather a review of classroom learning.

What else can I do to support my child at home?

Make a good-faith commitment to continue in the Dual Language program at least through the end of Grade 5.

Check your child’s backpack daily for messages from your child’s teacher.

When issues or questions emerge concerning your child’s progress and how to assist your child, please contact your child’s teacher first.

Take an active role in your child’s learning experience.

Watch the school calendar for open houses, parent forums and school events related to Dual Language.

What volunteer opportunities are available?

There is a wide variety of volunteer opportunities in which you may participate. If you have a particular area of expertise that you would like to share with the students, you may offer to come into the school as a guest speaker. If you would like to join one of the outings or field trips, you may sign up as a chaperone. If interested in volunteering your time, or if you would simply like to speak with the teacher, contact your teacher by voice mail or by email. We thank you and look forward to seeing you at our upcoming dual language and school-wide events.

What if my child is struggling in the dual language program?

Research indicates it takes at least five to 10 years to become biliterate. While every case is different, students who participate all the way through to the end of elementary school (and ideally throughout secondary school) are usually glad they stuck with it. If parents have concerns about possible learning issues beyond the expected challenges associated with learning a second language, the following steps will be taken:

The parent(s) and teacher(s) will meet to discuss concerns. The student may also be asked to attend. Interventions will be planned.

After interventions have been implemented parent(s) must meet with building principal and/or dual language coach and teacher(s) to discuss progress and next steps.

If interventions fail to improve the situation and the difficulty is believed the child cannot benefit from further participation, the family may choose to formally withdraw the child from the Dual Language program. It is recommended that this occur at the end of the academic year.

Parents who wish to withdraw their child will be asked to complete a Request for Withdrawal form.

Students who withdraw from the program will be unable to re-enter.

We speak a language other than Spanish or English at home. Can our child benefit?

Yes! The Dual Language program is a great place for students from all language backgrounds, because every teacher has been trained to use strategies that support second (or third) language learning.

What should I expect at a parent-teacher conference?

Once each school year, you will have a chance to meet with your child’s teacher to discuss your child’s progress in the Dual Language program. Just as in any other parent-teacher conference, you will learn about your child’s progress in each subject area. In addition, you can ask about your child’s progress in their second language. You can help the teacher by sharing information about anything going on at home that may affect your child’s learning (such as a new baby, a divorce or family health issues). If your child has two teachers (one for each language) you might meet with both teachers, or with just one of them. In the latter case, be sure to ask how your child is doing in the other teacher’s class.

Before the conference, talk to your child about how he or she feels about school and whether there is anything your child wants you to talk about with the teacher. If you speak a language other than English and your child’s teacher does not speak your home language, you may request an interpreter.

Make a list of questions before you go. For example:

What are my child’s strengths and weaknesses?

Is my child making progress in English? Does s/he enjoy learning English?

Is my child making progress in Spanish? Does s/he enjoy learning Spanish?

Does my child hand homework in on time?

Does my child participate in class?

Does my child seem happy at school?

What can I do at home to help?

How long will it take my child to learn a second language?

In the dual language program, your child will be learning the target language through the academic subject areas (e.g., math, science, social studies and language arts). This provides a meaningful context and a purpose for learning language. Just like young children learning their first language, students learning their second language usually follow a series of predictable stages.

Students encountering a second language for the first time may experience a “silent period” that lasts anywhere from one day to six months or more. During this time, they are acquiring receptive understanding, and should not be forced to speak. Most students understand more language than they can produce. Even as they develop proficiency, children may be reluctant to “perform” in their second language for adults at home. As they acquire spoken and written language, they will continue to rely on their first language when searching for words, and their grammar and pronunciation may not yet sound native-like. Typically, students move from being able to say simple, concrete words and memorized phrases to engaging in longer conversations with more accuracy and confidence.

While individual children vary, students in dual language programs would generally be expected to attain the Novice Mid to Novice High stage by the end of second grade, and the Intermediate Low to Intermediate Mid stage by the end of elementary school (see the chart below). When they reach the secondary level, most dual language students will be ready for more advanced language study.

The stages of language acquisition described on the next page provide a framework for understanding how students typically progress. However, language learning is an on-going, fluid process that differs for every student. Students may move between stages of language acquisition, depending on the linguistic and cognitive demands of the situation.