What does the research tell us about dual language immersion (DLI) education?
How does DLI education impact academic outcomes for English language learners compared to English-dominant students?
What will it take to propel DLI research in the days ahead?
To help us answer those questions and more, add.a.lingua is pleased to welcome Dr. Diane Tedick, Associate Professor in Second Languages and Cultures Education at the University of Minnesota, to Grand Valley State University on April 28. One of the nation’s foremost scholars in the integration of language and content instruction, Dr. Tedick will help us discover the benefits and great promise of dual language immersion education.
For example, research shows that correctly implemented DLI education has the potential to close the persistent achievement gap between students classified as English language learners (ELL) and limited English proficiency (LEP) and the majority student population:
- Minority students in DLI are more likely to complete secondary school, take Advanced Placement ® courses and have more positive attitudes toward school than their peers in mainstream programs.¹
- English-dominant students learning the majority of their content in a minority language are keeping pace with, or outperforming, their peers in mainstream classrooms while also becoming proficient in a second language.²
With dual language immersion programs growing rapidly across the state, it’s vitally important that we understand as much as possible about DLI education and the potential it has to positively impact our students. Dr. Tedick’s vast knowledge will provoke discussions at the municipal, district, and state levels about the benefits of DLI education for our students and the future of our state.
Learn more and register for this free event, co-sponsored by our friends at Grand Valley State University Department of Modern Languages and Literatures, here.
¹ Lindholm-Leary, Kathryn & Genesee, Fred. (2014). “Student outcomes in one-way, two-way, and indigenous language immersion education” p.172
² Hopewell, Susan & Kathy Escamilla. (2014). “Biliteracy development in immersion contexts.” p.181