Running Head: TEACHING ENGLISH SPEAKERS IN SPANISH

“The two-way immersion program is a distinctive form of Dual Language education in which

balanced numbers of native English speakers and native speakers of the partner language are

integrated for instruction so that both groups of students serve in the role of language model and

language learner at different times”. CAL (2016).

There are different Dual language programs such as 50:50, 90:10, early exit and late exit. After

different researches, it was proven that the most effective of them was the 90:10 model in which

most of the instruction was given in the minority language. This could be very beneficial for the

Spanish speaking population by having their native language as a foundation to build on and learn

a second language but the question is how and why this can be beneficial for the native English

speaking group as well.

One important factor to consider when looking at this effective dual language model is the low

level of influence this minority language receive in a society where English is a dominant language

and the need to promote prestige to this language by providing more focus to Spanish in the early

stages of the immersion program.

Monolingual English speakers benefit greatly from educational programs that allow acquiring

and developing languages other than English, (Beeman, K., Urow, C., 2013). The goal of the dual

language programs is to develop high levels of first and second language proficiency, academic

development and cross-cultural understanding. Exposing students to the minority language is

necessary to promote high levels of non-English language proficiency and promote academic

achievement among language minority students.

Making the transition from Spanish to English by using biliteracy strategies that promote cross-

linguistic connection. Teaching students how to bring the two languages together and guide them
Running Head: TEACHING ENGLISH SPEAKERS IN SPANISH

to transfer the academic content they have learned in one language to the other language, engaging

them in a contrastive analysis of both languages and strengthening them. (Beeman, K., Urow, C.,

2013).

This language transfer is possible through the bridge. The language goal for the bridge with

English proficient students would be to learn a formal language in English that builds on concepts

they have generated in Spanish and to use this formal English in the extension activities. (Beeman,

K., Urow, C., 2013).

Another framework to achieve biliteracy and bilingualism is proposed by biliteracy from the

start that proposes the use of reading trajectories, benchmarks, and zones that can be used by dual

language educators. These should be based on their longitudinal evidence of how their students

develop reading in two languages over time. Escamilla et al. ( 2014).

Developing similarities and differences between two languages, help improve phonological

awareness in comparison to monolingual children and would help them achieve high levels in

standardized assessments.

Biliteracy programs are not only for Spanish speaking students but can be used in Dual language

classrooms. Teaching the minority language to English speaking kids has many benefits. They will

not only learn two languages but also academic vocabulary in all content areas.
Running Head: TEACHING ENGLISH SPEAKERS IN SPANISH

References

Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between

languages. Philadelphia: Caslon.

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero- Figueroa, L., Ruiz- Figueroa,

O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action.

Philadelphia: Caslon Publishing.

Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D.

(2007). Guiding principles for dual language education. Washington, D.C.: Center for

Applied Linguistics.