The K-16 Vision: Dual-Language & IMMERSION Programs
UTAH - Dual-Language Immersion Model. In 2008, the Utah Senate passed the International Initiatives (Senate Bill 41), creating funding for Utah schools to begin Dual Language Immersion programs in Chinese, French, and Spanish. In addition, then-Governor Jon Huntsman Jr. initiated the Governor’s Language Summit and the Governor’s World Language Council both with a goal to create a K-12 language roadmap for Utah. These groups aimed to address the needs for language skills in business, government, and education. In 2010, current Governor Gary Herbert and State Superintendent of Public Instruction Dr. Larry Shumway issued a challenge to Utah educators to implement one hundred Dual Language Immersion programs throughout Utah by 2015, with a goal of enrolling 30,000 Utah students. Due to the early success of the program and public demand, Governor Herbert and State Superintendent Shumway have moved the target completion date to 2014, with a continuing goal to mainstream Dual Language Immersion programs throughout the Utah public school system. Portuguese will be added to the program for the 2012-13 school year.
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What the Research Tells us about Immersion - Without question, the issue investigated most often in research on language immersion education is students' ability to perform academically on standardized tests administered in English. This question emerges again and again in direct response to stakeholder concerns that development of a language other than English may jeopardize basic schooling goals, high levels of oral and written communication skills in English, and grade-appropriate academic achievement. The research response to this question is longstanding and consistent: English-proficient immersion students are capable of achieving as well as, and in some cases better than, non-immersion peers on standardized measures of reading and math.
GLOBAL LEARNING: Shortage of Dual-Language Teachers: Filling the Gap - Dual language programs are increasing across the country—from just over 200 programs in 2000 to nearly 2,000 by 2011. This does not come as a surprise. Research on dual language programs indicates overwhelmingly positive outcomes for students. Program participants are less likely to drop out and have higher academic achievement in certain subjects. Students who learn another language exceed their peers academically, have increased cognitive function and performance, and are more globally competent—and effective immersion programs often lead to students becoming bilingual. Dual-Language Programs on the Rise - Dual language programs, which provide instruction in both English and a second language, are flourishing in elementary schools across the country as educators find benefits for both English-language learners (ELLs) and those fluent in English. |