Dual Language Education: A Promising 50–50 Model

TLDR

Dual‑language education programs are popular but vary in language use and student demographics, with two main models: 90–10 and 50–50. The article introduces a novel 50–50 dual‑language model that splits instruction by content area and time. The model divides instruction by content area and time and does not require equal numbers of native English and Spanish speakers. The model has been successfully implemented in Latino‑dense regions, with students achieving high proficiency in reading and mathematics on English‑administered standardized tests.

Abstract

Abstract Dual language education programs have become extremely popular. Although these programs share common characteristics, they vary in several respects. Programs use different languages and include students with varying characteristics. For instance, many of these programs include students with fluent English proficiency and those with limited English proficiency; students identified with learning disabilities and those who are gifted; and students who are economically advantaged and those who are disadvantaged. Two basic dual language program models are the 90–10 and 50–50 models. This article describes a unique 50–50 model that divides language of instruction by content area as well as by time. The model has been successfully implemented in regions with high concentrations of Latino students. It does not require a 50–50 balance of native English speakers and native Spanish speakers. In addition to describing the model, the authors report results of standardized tests, administered in English, that indicate that students in schools following this model are achieving high levels of academic proficiency in reading and mathematics.