Dual Language Program

For most children, yes. Our Dual Language program is  designed for students with a wide range of abilities, interests, and backgrounds. Curiosity, perseverance, and family support are the biggest predictors of success.

No.

Our Dual Language program is designed for both native English speakers and native Spanish speakers. Teachers use research-based instructional strategies, visuals, gestures, modeling, and peer interactions to help all students learn successfully from the very first day.

No.

Research consistently shows that children are capable of learning more than one language simultaneously. While young bilingual learners may occasionally mix languages as they learn, this is a normal part of bilingual development, not a sign of confusion. Over time, children naturally learn when and how to use each language appropriately.

Research says no.

Students learning in Dual Language programs may learn some literacy skills at a different pace in the early grades, but long-term studies have found that they typically meet or exceed the academic performance of their peers in English-only programs by the upper elementary grades while also becoming bilingual and biliterate.

That's okay!

Many families in our program do not speak Spanish. You can still support your child's learning by:

• Reading with your child every day (in any language).
• Asking about what they learned.
• Encouraging effort and perseverance.
• Communicating regularly with teachers.
• Celebrating your child's bilingual journey.

Supporting your child's education is far more important than speaking the target language yourself.

Absolutely.

Students receive instruction in both English and Spanish throughout the program. English literacy develops alongside Spanish literacy, and the skills children learn in one language support learning in the other. By the end of elementary school, students are working toward high levels of proficiency in both languages.

Yes.

Native Spanish speakers continue developing:

• Advanced vocabulary
• Reading comprehension
• Academic writing
• Formal speaking skills
• Biliteracy

The goal is not simply to speak Spanish—it is to become fully literate and academically proficient in Spanish and English.

Like any educational program, students may need additional support from time to time. Teachers regularly monitor student progress and provide interventions when needed. Learning in two languages does not prevent students from receiving academic support.

Often, yes.

Many students with learning differences, including those receiving special education services, successfully participate in Dual Language programs. Educational decisions are made individually based on each student's strengths and needs in collaboration with families and school staff.

Language learning builds over time.

Each grade level builds upon the previous year's learning. Students benefit most when they remain in the program through the elementary years, allowing them to fully develop bilingualism, biliteracy, and academic language in both languages.

Students continue their bilingual journey through junior high school and high school. While the instructional model changes, students continue developing advanced language skills through coursework and authentic opportunities to use Spanish. Many students ultimately earn the Idaho Seal of Biliteracy upon graduation.

The most important thing you can do is encourage your child and value bilingualism.

You don't need to create extra lessons or purchase additional programs. Instead:

• Read together every day.
• Make school attendance a priority.
• Encourage perseverance when learning feels challenging.
• Celebrate progress in both languages.
• Stay connected with your child's teachers.
• Create positive attitudes about learning another language.

Your enthusiasm and encouragement are among the strongest predictors of your child's success.

Students are learning the same state academic standards as their peers while also developing proficiency in another language. There may be times when learning feels more challenging because students are processing information in two languages, but teachers intentionally scaffold instruction to help all learners succeed. The long-term reward is graduating with the ability to read, write, speak, and think in two languages.

Students who have participated in a high-quality Dual Language program have developed a strong linguistic foundation in Spanish during their elementary years. Research has shown that early, sustained bilingual education helps students build language skills that continue to support future learning and academic achievement over time. Continued opportunities to use Spanish at home and in the community help maintain and strengthen those skills.

Elementary school focuses on building a strong foundation in both languages. As students move into junior high  and high school, instruction shifts toward applying those skills through more advanced reading, writing, discussion, and academic learning. This reflects how language proficiency develops—from learning the language to using it for increasingly sophisticated thinking and communication.

Furthermore, we aren’t able to sustain core content Spanish courses as it requires specific endorsements for not only Dual Langauge but also the Core Content area, finding techers with these endorsements is extremely rare. 

Research suggests that language proficiency is strengthened through regular, meaningful opportunities to use the language, both in and outside of school. Daily conversations with family, reading, listening to music, and authentic interactions in Spanish all contribute to maintaining and expanding proficiency. Classroom instruction is valuable, but it is not the only way children continue to grow as bilingual speakers.

Most students who complete an elementary Dual Language program do not require an online Spanish course to maintain their language skills. Children continue to develop bilingualism through meaningful use of Spanish at home, in their community, through reading, and in later Spanish coursework. An online class can certainly provide additional enrichment, but it is only one of many ways to continue growing in Spanish.

• Cummins, J. (1979). Linguistic Interdependence and the Educational Development of Bilingual Children. Review of Educational Research.
• Thomas, W. P., & Collier, V. P. (2017). Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research. Cambridge University Press.
• ACTFL. (2022). The Impact of Early Language Learning.
• Cummins, J. (1983). Heritage Language Education: A Literature Review. ERIC.