Dual Language FAQs

The program is designed to support students regardless of their native language, whether it is English, Spanish, or any other language. Instruction is done in two languages and supports students as they develop both.

Entering Dual Language after kindergarten or 1st grade can be challenging. If your child is entering 2nd grade or higher, you may want to consider the following:

• Is your child motivated to learn in two languages? Do they have a personality open to challenges and persevering?
• There may be more transitions in a Dual Language program than in a single language classroom.
• If your child’s language does not match the language of instruction, they may feel challenged, tired or overwhelmed in the beginning.

If you have additional questions, please contact your child’s school or the Language Learning Department at 206-631-3035.

The purpose of homework is to provide students extra practice with a concept or skill they have already learned in class. Students should be able to do this practice independently, regardless of the language. The school and Teachers realizes that many parents are monolingual and will answer your questions/concerns. 

Studies show that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by middle school; and both groups performed at comparable or superior levels compared to same-language peers in other educational settings. On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a dual language program scored significantly higher than their English language learning peers who had studies in other kinds of programs in the state and also performed on par with native English speaking students in English-only classrooms.

Dual Language Two Way Immersion (TWI) is an educational model that integrates native English speakers and native speakers of another language for all or most of the day, with the goals of promoting high academic achievement, first-and second-language development and cross-cultural understanding for all students. In DL TWI programs, language learning takes place primarily through content instruction. Academic subjects are taught to all students through both English and the non-English language. As students and teachers work together to perform academic tasks, the students’ language abilities are developed along with their knowledge of content area subject matter.

In most cases, learning another language enhances a child’s English ability. Children can learn much about English by learning the structure of another language. Experimental studies have shown that no long-term delay in native English language development occurs in children participating in second language classes, even in full immersion programs. In fact, children enrolled in foreign language programs score statistically higher on standardized tests conducted in English. A number of reports have demonstrated that children who have learned a second language earn higher SAT scores, particularly on the verbal section of the test. One study showed that, by the fifth grade of an immersion program, students outperformed all comparison groups and remained high academic achievers throughout their schooling.

Do not expect your child to start speaking the second language after the first few weeks. He/she is in the listening phase of his/her second language development. Your child will become familiar with vocabulary and then will begin to take the steps to speak the second language. Do NOT compare your child to other students in the program. Learning a second language is a five to seven year process, and each child develops at his/her rate.

Do not feel discouraged if, at the beginning, your child cries or seems nervous about the experience. Your child will need some time to adjust to this new challenge. From the start, the students are made to feel secure. Be patient. By the end of the first month, most of the students are over the initial adjustment. When your child comes home, do not be upset if he/she does not feel like telling you about his/her day at school. Children often are very tired after their day and are in need of a change once they get home. If you feel that your child is continuously experiencing anxiety, it would be wise to discuss this issue with your child’s teacher.

Encourage your child by telling him/her how proud you are that he/she is learning a second language. Let your child know you are pleased with his/her progress. Show him/her that you value the ability to speak a second language. Here are some suggestions on how parents can help:

• Encourage your child’s interest in the language and other cultures.
• Attend cultural events that feature the music, dance or food from the country where the language is spoken.
• Provide books, videos, and other materials in the second language.
• Be actively involved in your child’s school.
• Teach your child the songs and nursery rhymes from his/her own heritage.
• Read stories to your child in English/Spanish.
• Encourage, but do not force your child to speak the second language at home.
• Get to know your child’s teacher either by phone, email or personal visits.
• Take time to get involved with school activities.
• Keep informed of Dual Language programs.
• Be supportive at all times of your child, the program and the teacher.