Shoreline School District exploring Dual Language Program

By Marianne Deal Stephens

On December 7, 2015, the Shoreline School Board heard an update on the possible adoption of a Dual Language Program at the elementary level.

Dr. Ellen Kaje, Director of Categorical Programs, recounted that, in April 2015, the Shoreline School Board authorized an exploration of a Transitional Bilingual Instructional Program (TBIP), a system of instruction which “uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable a student to achieve competency in English.”

Source: Shoreline School District

Dr. Kaje is working with several Shoreline Educators, including Briarcrest Elementary Principal Jonathan Nessan and Briarcrest teachers Michelle Holguin and Selena Killin, on this project. The four have: attended La Cosecha Dual Language Conference in Albequerque, New Mexico this fall; studied the programs; and created a possible plan for TBIP in the Shoreline School District.

Since Spanish is the top language in Shoreline ELL programs, and Briarcrest has a concentration of Spanish-speaking families with some support for those families already in place, Briarcrest is the anticipated location of a program.

Dr. Kaje explained that a dual-language program is two-way, with half Spanish and half English speakers. Literacy and content instruction is given to all students in both languages. Two teachers, one teaching in Spanish and one in English, will share one class. The program promotes academic achievement, bilingualism, and bi-literacy.

Academic benefits of a properly implemented program have been studied, and students in dual language programs not only outperform other ESL (English as a Second Language) models, but in high school, students who were in DLE programs in elementary school outperform their peers even though the DLE instruction does not continue into high school:

Source: Shoreline School District

Teacher Selena Killin spoke to the divergence in the achievement graph at 3rd grade. As she described it, at 3rd grade, you stop learning to read and begin reading to learn. The dual language programs also help overcome achievement disparities between low income students and the rest of a school population.

Source: Shoreline School District

As Principal Jonathan Nessan explained, the academic and cognitive benefits can be attributed to the timing of instruction during a period of great plasticity in children’s brains. Learning content in two languages leads to better connections in both languages, with longer working memory, greater attention span, and increased executive functioning, all of which have great benefits for kids.

Teacher Michelle Holguin detailed social benefits of greater understanding and tolerance for others, and a better sense of self which comes from seeing the native language and culture valued in the school community. Parents with students in the programs typically participate in the school community at greater rates.

The earliest the District would have a dual-language class would be in 2017-18. During this 2015-16 school year, the District will visit area districts with equivalent programs, engage in professional development, and gather input from stakeholders through existing parent groups at Briarcrest. Dr. Kaje anticipates asking the Board this spring for formal approval.

After approval, the District would plan and prepare during 2016-17 and then implement in 2017-18.

Source: Shoreline School District

While there would be some costs for materials and professional development, much of the funding for a Dual Language Program would come from State TBIP and Federal Title III programs. The District will also seek grant funding.

Dr. Kaje anticipates that staffing will be the biggest challenge. While the graduated phase-in (begin with one Kindergarten and one First Grade class and phase in one additional class per year) does not require significant numbers of staff all at once, there are very few teachers who are qualified for DLE programs. The District plans to work with Human Resources and local universities for recruitment.

Director Potter inquired about the transitions to middle and high school. The graph above shows results during 6-year [elementary] DLE and beyond as the students carry the cognitive and academic benefits into their secondary years. As Principal Nessan stated, there are no current plans to continue DLE into high school, “but it is exciting to think about teachers teaching Biology in Spanish.”

Students who go through the program and meet eligibility criteria would be able to obtain a Washington State Seal of Biliteracy on their high school diploma.

For more information:

• Dual Language Immersion, OSPI
• Study: Students in dual-language programs outperform peers in reading, Seattle Time 11.18.15