Possible Program Structures
Dual immersion programs around the country have several different, effective curriculum from which Rhode Island public schools can implement. Listed below are two examples of structures that schools across currently use.
50/50 Plan
As implemented by the Utah Immersion Program, this curriculum bases at minimum 50% of the child's day to be taught in English and the remaining 50% in the target language. The 50/50 plan allows for a balance between the two languages within a school day without sacrificing time spent learning the target language or English. It is important to note that children who study under dual immersion programs do not have lower English abilities compared to students who follow a standard curriculum.
For more information on this type of program, visit: Utah's Dual Immersion Website
For more information on this type of program, visit: Utah's Dual Immersion Website
90/10, 80/20...etc. Plan
Dual language immersion program have a minimum requirement of 50/50, however research shows that 90/10 model tend to be more effective for early learners. Because English is usually the primary language used in the home and media, the need for learning a world language outweighs the needs of English. 90/10 model student's English literacy test scores are as good or better than their English learners. This program structure allows for children to be immersed in a world language more so than the 50/50 program, as the majority of the child's time is spent outside of the classroom speaking English. Although parents may be concerned that their children will not be exposed to enough English within the classrooms, the child still learns English at an equivalent rate to non-dual language immersion students.
High School Level
Since the dual immersion programs will enable students to achieve a high level of language proficiency before they reach high school, where traditionally they study the language on a more regular basis. Therefore, it is suggested that the current world language teachers of high schools will not only teach non-dual immersion courses, but will teacher higher level, language specific content. For example, business and hospital service vocabulary could be taught to those students that have participated in the dual language immersion programs.