Dual Language
About Huntley's Dual Language Program
Huntley District 158 presents its Dual Language Program as an integral component of our Multilingual Services. Established in 2017, the program has progressively expanded to include additional grade levels annually. Commencing the 2023-2024 academic year, the Dual Language Program will transition to the Dual Language Academy, situated at Chesak Elementary, Martin Elementary, and Marlowe Middle School. Centralizing the program offers numerous advantages, including optimizing Dual Language resources, fostering enhanced opportunities for school-wide Dual Language activities, promoting increased teacher collaboration, and strengthening connections with Dual Language families and students across different grade levels.
Dual Language Models
Dual Language is an educational approach that promotes biliteracy for both native English-speaking students and native Spanish-speaking students. The aim of the program is that by 5th grade, students will be bilingual, bi-literate, and culturally competent. That is, they will be able to read, write, and speak in both languages and knowledgable and comfortable in a multicultural setting.
Huntley 158's dual language program aims to have two-way immersion (TWI) classrooms made up of approximately half Spanish-speaking students and half English-speaking students. Students have a specially trained bilingual teacher. Both groups of students are integrated for instruction so that both groups of students serve in the role of language model and language learner at different times.
We intend to use the 80/20 model, meaning that at the outset 80% of the time in the kindergarten class will be devoted to instruction in Spanish, with 20% in English. Over time, the amount of time spent in the target language decreases yearly as English increases until there is a 50/50 balance of the languages by 5th grade. The District also has a 50/50 initial model, which may be implemented based on staffing limitations. Both 80/20 and 50/50 models have been found to effectively achieve the goals of bilingualism and biliteracy. However, the 80/20 model has been shown to create higher levels of bilingualism.
For native English speakers, two-way bilingual immersion programs are not replacing English with another language, but rather providing them the opportunity to acquire a second language. Two-way bilingual immersion programs are additive programs in that a second language is acquired while maintaining the first language of the students.
Curriculum
The Dual Language program does not follow a separate curriculum. District 158’s Language Arts, Math, Science and Social Studies is taught in all classrooms across the district. The students in Dual Language are instructed using the same curriculum as the general education students. Dual Language programs have high academic expectations for all students. The only difference is that the concepts are taught in two languages.
Assessments
We will use assessments and benchmarking tools similar to those used in monolingual classrooms. In addition, we will use tools to identify the language proficiency of our students in both languages.
Research indicates that, overall, both English language learners and native English speakers scored at comparable or superior levels compared to same-language peers in other educational settings.
On norm-referenced standardized tests of reading and math achievement in English, native English speakers in Dual Language settings tend to outscore their English-only peers. English language learners who had learned English in a Dual Language program score significantly higher than their English language learning peers in other kinds of programs.
Content Allocation
In K-2, students study Math and Social Studies in Spanish while other subjects are in English. In grade 3 through 5, this is reversed. Literacy is integrated seamlessly with content in both Spanish and English classes.
Instruction
One teacher who is proficient in the Spanish and English will lead each classroom. However, team teaching for the language blocks of instruction, especially in the primary (kindergarten through second) grades, could be encouraged so that students identify with a target language speaking model and an English-speaking model.
Dual Language teachers are highly qualified and certified in elementary education. Many teachers also have additional training in teaching English As a Second Language or World Language. They also receive specialized professional development in pedagogy for dual language education and biliteracy.
Our Dual Language (English and Spanish) program promotes biliteracy for both native English-speaking students and native Spanish-speaking students.
For more information about the district's Dual Language program, contact Lissette Jacobson below.
Lissette Jacobson
Director of Curricululm (Prek-12 Multilingual Services)
(847) 659-6151
Email me