N.J.A.C. 6A:15 defines a dual language bilingual education program as, “a full-time program of instruction in elementary and secondary schools that provides structured English language instruction and instruction in a second language in all core content areas and for native English speaking students enrolled in the program.”

N.J.A.C. 6A:15 further clarifies dual language programs as follows: A district board of education may establish dual-language bilingual education programs in its schools and may make provisions for the coordination of instruction and services with the school district’s world languages program. Dual-language bilingual education programs shall also enroll students whose primary language is English, and shall be designed to help students achieve proficiency in English and in a second language while mastering subject-matter content. To the extent necessary, instruction shall be in all courses or subjects of study that allow students to meet all grade promotion and graduation standards. Where possible, classes in dual-language bilingual programs shall be comprised of approximately equal numbers of Multilingual Learners (MLs) and of students whose native language is English.

Additionally, provisions may be made for the coordination of instruction and services with the school district’s world languages program to implement a dual language program model.

50-50 and 90-10 refer to the distribution of two languages in each type of dual language program.

50-50 two-way bilingual immersion includes two language groups (one English and the other native language). The goal of this model is to become fully proficient in the language that is new to the student. Half of the instruction is provided in English and half is provided in the native language. This program type is for approximately equal numbers of MLs in one language group and native-English speaking students. It is designed to help students achieve proficiency, biliteracy, and bilingualism in English and in a second language while mastering subject-matter skills.

In some programs, students may receive supplementary language instruction in their second language (English as a second language [ESL] for MLs, Spanish as a second language for English speakers in a Spanish-English program, and so on). In two-way dual language programs, this practice is generally limited to newcomers to the program or students who are struggling with the language. This ensures that students are not separated into native language-based groups for longer than is necessary. Some two-way programs also separate students for early reading instruction in their native language, while others integrate students for literacy, either in the partner language or in both program languages simultaneously.

In a 50-50 model, ESL is not required, but can be provided on weekly basis during “English week.”

• 50-50 one-way dual language immersion one language group receives half the instruction in the native language and half in English.
• 90-10 two-way dual language immersion two language groups receive integrated instruction in English and a second language. 90% of instruction is initially delivered in the minority language and 10% in English. Only one language group learns through two languages. The model gradually evolves into 50-50 instruction as the students’ grade levels increase. This model usually starts in kindergarten and typically lasts for five years.
• 90-10 one way dual language immersion one language group is taught using two languages. 90% is initially delivered in the native language and 10% in English. This eventually evolves into 50-50. The language other than English is used 90% of the time in the early grades, and a gradually increasing proportion of instruction is done in English until sixth grade, when both languages are used equally in instruction.

The language of instruction can be divided by any of the following: time blocks, such as morning and afternoon, alternate days, weeks (English vs. Spanish week), content topics, or by teacher. English language arts and Second language arts (e.g., Spanish language arts) are required.

The program should begin in pre-k or kindergarten.

Dual language programs generally commence at the beginning of elementary school (in either pre-kindergarten, kindergarten or Grade 1) and continue throughout elementary school, with some programs continuing at the secondary level. Generally, students do not exit these programs during the elementary school years, even if MLs become proficient in English, as developing bilingualism and biliteracy in both languages is a goal for all students enrolled in the program.

In order for a program to work effectively, there should be a six year commitment and parents should be required to commit to this in writing.

Certificated staff who teach in a dual-language (two-way immersion) bilingual education program may include bilingual/bicultural certified teachers, world language certified teachers, ESL teachers and other certificated teachers who have at least 15 hours of sheltered instruction training. Dual-language staff must teach in the content area(s) of their certification(s) and must demonstrate fluency in the language(s) of their instruction.

Teachers teaching in dual programs should also possess the following:

• ability to model instruction in oral and written language
• have an appreciation of second language learning
• willingness to collaborate

• teaching language through academic content
• thematic teaching
• preview, view, review
• connected to students’ lives
• standards based
• a philosophy that language will be used for instruction rather than translation
  • Dual Language Essentials for Teachers and Administrators, Second Edition

The curriculum should mirror the regular curriculum. Proficiency targets for each grade level should be set in all 4 skill areas (listening, speaking, reading, and writing).
The content objectives should be the same and a literacy block should be provided in both languages; the literacy objectives in the second language may not be exactly same as those in English.

Teachers and staff in dual language programs may require training in how to teach literacy in the partner language. Massachusetts Department of Elementary and Secondary Education, July 2016

Teachers also need to have an understanding of a dual language education model and second language and literacy development. (Guiding Principles for Dual Language Education, CAL, 2007

The number of minutes does not have to be prescriptive, as long as the school adheres to the 50-50 or 90-10 model of language allocation. All models must have a literacy component in both languages.

Administrators need to buy into the program, need to know the components of the model and be able to support it.

Ways to Incentivize and promote Dual Programs:

• Provide alternate route certification
• Tuition Reimbursement Host dual language job fairs
• Target universities with large Spanish speaking populations
• “grow your own” teachers