Dual Language Immersion is an excellent way for students to learn academic content while acquiring another language at the same time.  Students receive instruction in a partner language (Chinese, Spanish, Somali) as well as English. The three core goals are academic achievement, bilingualism/biliteracy and sociocultural competence.

Students who learn two languages demonstrate enhanced learning ability, academic and linguistic performance, cognitive advantages, and score as well or higher than their peers on standardized tests. Research has shown that Dual Language Immersion programs are an effective way to educate English-language learners, but they also offer benefits for native English speakers.  In addition, students who become bilingual and develop intercultural competencies are better prepared for our global marketplace and future employment. Finally, students who learn another language are able to communicate with a wide range of people and explore other perspectives which leads to a fuller understanding of self.

All students entering kindergarten (as well as some first graders) who live within District 742 boundaries are eligible to enroll in an Immersion program.  Open enrollment placements for out of district students are welcome as space is available.

A young child’s brain is developmentally ready to learn a new language and has twice as many synapses (connections) as an adult. A young brain must use these connections or lose them. When children wait until high school to start studying a world language, the task can prove more difficult.

The Chinese Dual Language Immersion program will be a 90/10 delivery model.  This means that language arts, math, social studies and science will be taught in Chinese.  Formal English instruction in the classroom begins in 3rd grade; however, students learn English starting in kindergarten using the online learning system Lexia.  Music, Art and PhyEd are all delivered in English.

The Somali Dual Language Immersion program is called a pilot because it is a first year offering in the district and, indeed, is the first Somali Dual Language program in the state of Minnesota. As a result, for this first year the program is available at Discovery and Talahi Community Schools and limited to kindergarten students from the Discovery, Talahi, Lincoln and Oak Hill attendance areas. 

The Somali Dual Language Immersion program is a 50/50 delivery model where half the day is taught in Somali and half the day is taught in English.  Language Arts will be taught in Somali, as well as one additional core content area.  Language Arts, the remaining core content areas, and specialist courses such as art, music and physical education, will be taught in English.

The Spanish Dual Language Immersion program will be an 80/20 delivery model.  This means that language arts, math, social studies and science will be taught in Spanish. English Language Arts will also be taught daily.  Music, Art and PhyEd are all delivered in English.

English instruction is carefully defined and implemented. Research demonstrates that when programs are fully implemented with fidelity and according to program design, MLs in 80/20 programs score as well or better than their monolingual peers in other content areas and on tests in English (Collier & Thomas, 2017).

Students in the Spanish and Somali Dual Language Immersion programs will begin learning to read and write in English in kindergarten.  For the Chinese Dual Language program, formal English instruction begins in 3rd grade, but students have the opportunity to practice English using the online platform Lexia.

Parents are asked to read to their child in their home language, as well as engaging with the school community by attending conferences, math nights, etc.

Enrollment and resources shape how many sections of immersion classes are filled each year. All students who live within District 742 boundaries are eligible to enroll in an Immersion program and receive priority placement. Out of district students are welcome to apply and may be placed as space is available. The geographic attendance area of a student may be a determining factor in placement, for example, with the Somali pilot program and Clearview/Westwood Spanish programs. Finally, applications received by March 15 will be used for first choice placements.

Children who are not placed into their first choice of an Immersion kindergarten classroom will be placed on a waiting list. If space is open in another language immersion program, the family will be contacted to see if they will consider their second choice for placement. If the child remains on the waiting list, families will be notified if their child is added.

Transportation is an important consideration for many families when choosing where to send their student. If you are placed in any of the Immersion Program pathways, the following statements reflect the availability of transportation.

• If a parent indicates Chinese immersion as a choice and currently lives inside the District boundaries, transportation will be provided.

• If a parent indicates Spanish or Somali Immersion as a choice, placement will be based on where you currently reside and transportation will only be provided to that location.

• All nonresidents will be required to provide their own transportation if placed in one of the Immersion Program pathways.

Contact:

Sue Linn-Hasbrouck
320-370-8067
susan.linn-hasbrouck@isd742.org

Welcome Center:

320-370-8116 (English)
320-370-8118 (Somali)
320-370-8117 (Spanish)

• Go to isd742.org

• Enroll in District 742

• Indicate Immersion Program and preference

• Proof of residence

The following websites and links feature extensive research, webinars, and literature on dual language immersion programs.

1. Center for Applied Linguistics (CAL)

• • https://www.cal.org/twi/toolkit/CI/QA/all_qs.htm

  • www.cal.org

2. Seminal Researchers Wayne Thomas and Virginia Collier

• • thomasandcollier.com