Navigating the Dual Language: Enhancing Immersion Programs for Long-Term Success

Romario Aranda Rodriguez
Third Dual Language Teacher

Over the last 4 years, my experience in dual language immersion (DLI) has led me through a variety of language program models, each one with its own set of strengths and challenges. In dual language education, it is common to reference a shared framework that provides “literacy and content instruction to all students through two languages and promote bilingualism and biliteracy, grade-level academic achievement, and sociocultural competence” (Howard et al., 2018, p. 3). I have seen this framework promoted in different ways, after serving an elementary school from a 90/10 model where English-speaking students gradually acquire Spanish, through an immersion approach that initially emphasizes Spanish, with 90% of instruction delivered in Spanish and only 10% in English.
Over the years, the percentage of English instruction increases, reaching a 50/50 balance by upper elementary grades such as fourth and fifth grade. This gradual transition allows students to develop foundational literacy and communication skills in Spanish before integrating more English, ensuring bilingual proficiency. In contrast, my current role in a 50/50 Title I school serving a multilingual community follows a model where instruction is shared between both languages from first grade, fostering equitable access to bilingualism while supporting students from diverse linguistic backgrounds.
Rather than judging these models, I can affirm that both are valuable. Each model requires an ongoing implementation to meet the needs of students and their communities. In this regard, DLI is about more than teaching two languages. It concerns creating an environment where “all aspects of the program work together to achieve the three core goals of dual language education: grade-level academic achievement, bilingualism and biliteracy, and sociocultural competence” (Howard et al., 2018, p. 24).
With respect to the implementation, Alba Plaza (2024) highlighted the persistent challenges DLI programs face, regardless of their structure. The author pointed out issues such as social dynamics, literacy development, grammar, and communication skills challenges that are familiar to anyone working in dual language immersion settings. Students in these programs experience the complexities of learning in two languages and that task is not always easy.
What makes a DLI program successful, in my experience, is its ability to adapt and respond to new research and meaningful practices. Considering this, effective DLI practices do not rely merely on good practices, but on continuous monitoring and adjustment. To this extent, “context is a vital lens through which to view one’s own program. What works in one community or with a particular population of students or teachers may not work as effectively in another community or with another population” (Howard et al., 2018, p. 4). Thus, to confront the challenges in both 90/10 and 50/50 models, I have found helpful strategies from my professional experience.

Dynamic Assessment and Targeted Support
Relying on traditional assessments often results in standard and isolated performances, missing students’ language development. On the contrary, ongoing, interactive, and personal assessment provides a clearer sense of each student’s strengths and needs. This approach helps teachers adjust instruction and provide support where it will have the greatest impact.

Language Balance
Instead of maintaining a 90/10 or 50/50 model, programs can benefit by adapting the language mix based on students’ needs and the content being presented. For instance, more time can be invested in using the target language to help students develop a strong literacy foundation, especially in the lower elementary grades. Additionally, helping them to understand how language works gives them valuable tools for learning both languages more effectively.

Teacher Preparation and Professional Development
Teachers play a significant role through the development and achievement of any DLI program. As Howard et al. (2018) affirmed, “effective dual language education programs require additional teaching and staff characteristics. These characteristics are important to consider in recruitment and continued professional development” (p. 90). This embraces comprehensive training in second language acquisition, culturally responsive teaching, and differentiated instruction.

Collaborative Partnerships with Families and Communities
DLI programs expand when schools, families, and communities work together. Involving families, even those who do not speak the target language and incorporating community resources, creates a more supportive environment for students. Moreover, serving all students, regardless of background, language proficiency, or learning style, ensures every they can succeed.

Technology Integration in Language Learning
Technology provides opportunities for language learning and cultural exchange, but it should be integrated thoughtfully. As noted by Rodriguez (2020), “teachers’ support through technology and students’ involvement are key elements for ensuring learning” (para.7). One key factor in this process is motivation, which González Alonso (2017) describes as determinant in an individual’s interest in learning a language. Therefore, based on my experience, I value gamification as an effective strategy to enhance motivation and promote language learning.
In essence, the purpose of DLI not only concerns language instruction, but also prepare students to thrive as global citizens. Reflecting on my journey through various DLI models, the most effective programs are those that remain flexible and focus on continuous improvement. Hence, putting the previous strategies into practice and advocating for supportive learning environments will help every student to flourish linguistically, academically, and culturally.

Alba Plaza, V. (2024). Bilingualism since early childhood. Learning Spanish as an L2 in the United States: challenges in the Dual Language Immersion Program [Bachelor´s degree, School of Philosophy, Valladolid University], Spain.
https://uvadoc.uva.es/handle/10324/71860
González Alonso, D. (2017). La gamificación como elemento motivador en la enseñanza de una segunda lengua en educación primaria [Bachelor’s degree, School of Education and Social Work, Burgos University], Spain. https://riubu.ubu.es/handle/10259/4674
Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding Principles for Dual Language Education (3rd ed.). Center for Applied Linguistics.
Rodríguez, A. R. (2020, May 25). Education in confinement times: A sense of uncertainty and hope. Cuestiones Educativas. https://cuestioneseducativas.uexternado.edu.co/education-in-confinement-times-a-sense-of-uncertainty-and-hope/

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