1. What is the current status of Dual Language Education Programs in elementary schools in Indiana?
Currently, there are a limited number of Dual Language Education Programs in elementary schools in Indiana. According to data from the Indiana Department of Education, there are currently 21 schools in the state that offer dual language education programs. These programs serve students in grades K-5 and utilize a variety of languages including Spanish, Chinese, French, and Russian.2. How do these programs work?
Dual Language Education Programs typically follow an immersion model where instruction is provided in two languages: one being the student’s native language and the other being the target language. The goal of these programs is to develop bilingualism and bi-literacy in both languages while also providing academic instruction in all subjects.
In most cases, students spend half of their school day learning content in the target language and the other half learning content in their native language. This can vary depending on the specific program model and grade level.
3. What are the benefits of Dual Language Education Programs?
Dual Language Education Programs have several benefits for students. They promote cultural understanding and appreciation as students learn alongside peers from different linguistic backgrounds.
Research has also shown that students who participate in dual language programs often outperform their mono-lingual peers academically, particularly in reading and math. Additionally, being bilingual can lead to better job opportunities and higher earning potential later in life.
4. Are there any challenges or obstacles to implementing Dual Language Education Programs?
Some challenges to implementing dual language education programs may include finding qualified teachers who are fluent in both languages and creating a balanced mix of native English speakers and speakers of the target language within each class.
Funding can also be an obstacle as implementing dual language education programs may require additional resources for bilingual materials, training for teachers, and hiring staff with specialized language skills.
Additionally, gaining support from all stakeholders (including parents, community members, and school administrators) can be a challenge as some may have concerns about how these programs will affect student achievement and the allocation of resources.
5. Is there ongoing support for Dual Language Education Programs in Indiana?
There is ongoing support for Dual Language Education Programs in Indiana, but it varies depending on the school district and community. The Indiana Department of Education offers guidance and resources for implementing these programs, including a framework for dual language immersion education.
Additionally, there are organizations such as the Indiana Foreign Language Teachers Association (IFLTA) that advocate for and offer professional development opportunities for language educators in the state.
However, due to the limited number of dual language education programs currently in place, there may not be extensive support available in all areas of the state.
2. How many elementary schools in Indiana currently offer Dual Language Education Programs?
According to the Indiana Department of Education, there are currently over 40 elementary schools in Indiana that offer Dual Language Education Programs. However, this number is subject to change as more schools may adopt dual language programs in the future.
3. What languages are most commonly offered in Dual Language Education Programs in Indiana elementary schools?
The most commonly offered languages in Dual Language Education Programs in Indiana elementary schools are Spanish and Mandarin Chinese.
4. How do Dual Language Education Programs benefit students in Indiana?
Dual Language Education Programs benefit students in Indiana in several ways:1. Acquisition of Two Languages: These programs provide students with the opportunity to become proficient in two languages – their native language and the target language. This not only increases their linguistic abilities, but also enhances their cognitive skills and cultural awareness.
2. Improved Academic Performance: Studies have shown that students in dual language programs outperform their monolingual peers on standardized tests. This can be attributed to the strong literacy skills developed through the use of both languages.
3. Better Cross-Cultural Communication: Dual language education programs also create a conducive environment for students from different backgrounds to interact and learn from each other. This improves cross-cultural communication skills and promotes diversity and understanding.
4. Enhances Career Opportunities: In today’s globalized world, being bilingual or multilingual is seen as a valuable skill by employers. Students who are proficient in more than one language have an added advantage when it comes to job opportunities.
5. Preservation of Heritage Languages: For students who come from non-English speaking families, dual language programs provide an opportunity to maintain their heritage language while also learning English.
6. Promotes Biliteracy: Dual language education promotes biliteracy, which means that students are able to read, write, and communicate effectively in two languages. This can open up opportunities for them to study or work in both their native country and other countries where the target language is spoken.
7. Fosters Positive Attitudes Towards Language Learning: By experiencing success in mastering two languages, students develop a positive attitude towards learning new languages and are more likely to continue learning them even beyond school.
Overall, dual language education programs help students develop important linguistic, academic, cultural, and career skills that can positively impact their future opportunities and success.
5. Are there any specific requirements or guidelines for implementing a Dual Language Education Program in an elementary school in Indiana?
Yes, there are specific requirements and guidelines for implementing a Dual Language Education Program in an elementary school in Indiana. These include the following:
1. Approval from the Indiana Department of Education (IDOE): The program must be approved by the IDOE before it can be implemented in an elementary school.
2. Qualified Personnel: The teachers and staff involved in the program must be certified and qualified to teach in a dual language program.
3. Balanced Language Instruction: The program must provide equal instruction in both languages (e.g. English and Spanish) throughout the curriculum.
4. Curriculum Alignment: The curriculum used in the program must align with state academic standards and meet the needs of all students.
5. Adequate Resources: The school must have sufficient resources, materials, and technology to support the dual language education program.
6. Parental Involvement: Parents of participating students should be kept informed about the goals, expectations, progress, and activities of the dual language education program.
7. Segregation Prohibited: Students should not be separated based on their language ability or background as this goes against the principles of equity and inclusion.
8. Required Assessments: Students enrolled in a dual language program may be required to take language proficiency assessments such as WIDA ACCESS for ELLs or ACTFL AAPPL tests to measure their progress.
9. Monitoring Progress: School administrators should regularly monitor student progress towards meeting performance goals set for learners in dual language programs.
10.Staff Development: Teachers and staff involved in the program should receive ongoing professional development opportunities to ensure that they are well-equipped to teach effectively in a dual language setting.
Overall, schools must ensure that they are adhering to federal laws and regulations regarding bilingual education such as Title VI of the Civil Rights Act of 1964, Equal Educational Opportunities Act (EEOA) of 1974, Title III Part A Of Every Student Succeeds Act (ESSA) and Title VII of the Elementary and Secondary Education Act (ESEA).
6. How are teachers trained to teach in a Dual Language Education Program setting in Indiana elementary schools?
Teachers in Dual Language Education Programs (DLEP) are typically trained through a combination of specialized courses, professional development workshops, and hands-on teaching experience. In Indiana, the specific training for DLEP teachers may vary slightly depending on the school district or program they are working in. However, there are some common guidelines and requirements that most DLEP teachers in Indiana must complete.
1. Bilingual Education Endorsement: Most teachers in DLEPs are required to earn a Bilingual Education Endorsement from the Indiana Department of Education. This endorsement certifies that the teacher has completed coursework and demonstrated proficiency in teaching content areas in both English and the target language.
2. Language Proficiency: Teachers must also be proficient in both English and the target language of the program. This may include passing standardized language proficiency tests such as ACTFL or completing a language immersion program.
3. Cultural Awareness Training: Since DLEPs involve teaching students from diverse cultural backgrounds, teachers are also expected to undergo cultural awareness training to understand and appreciate different cultures.
4. Professional Development Workshops: Many schools and districts provide ongoing professional development opportunities for their DLEP teachers to help them stay updated on best practices and research-based strategies for effective instruction in a dual language setting.
5. Field Experience/Student Teaching: As with all elementary school teachers, DLEP teachers typically complete a student teaching or internship experience under the supervision of an experienced teacher before obtaining their teaching license. This provides them with practical experience in planning, implementing, and assessing instruction for students learning academic content in two languages.
6. Mentoring/Coaching: Some programs also provide ongoing mentoring or coaching support from experienced DLEP teachers to help new teachers acclimate to the unique demands of working in a dual language classroom.
Overall, DLEP teachers receive specialized training that prepares them to effectively teach students academic content while developing their bilingualism and biliteracy skills. They also learn strategies for fostering cross-cultural understanding and building a supportive classroom environment that celebrates diversity and promotes equity.
7. Are there any state funding or resources available to support the implementation of Dual Language Education Programs in elementary schools in Indiana?
Yes, there are some state funding and resources available to support the implementation of Dual Language Education Programs in elementary schools in Indiana, including:
1. The Indiana Department of Education (IDOE) provides technical assistance and resources for schools interested in implementing dual language programs through its Office of English Learners.
2. In 2019, the IDOE launched the English Learner Success Grant Program, which awarded grants to 11 school corporations to implement or expand dual language programs.
3. The IDOE also offers professional development opportunities for teachers and administrators related to bilingual education and dual language instruction.
4. The Indiana State Board of Education established the Seal of Biliteracy Program in 2018, which allows students who demonstrate proficiency in two or more languages to receive a special seal on their high school diploma.
5. Local foundations and organizations such as the Community Foundation of Greater Fort Wayne may offer grants or funding opportunities for schools seeking to implement dual language programs.
6. Indiana University Bloomington’s Center for P-16 Research and Collaboration offers research-based resources and support for schools interested in developing or improving their dual language programs.
7. Some school districts may also provide funding and support for dual language programs through their Title III funds allocated by the federal government.
It is recommended that interested parties reach out to their local school districts or contact the IDOE for more information about specific funding and resources available for dual language education programs in their area.
8. How is the success of Dual Language Education Programs measured and evaluated in Indiana elementary schools?
The success of Dual Language Education Programs in Indiana elementary schools is typically measured and evaluated using a variety of methods and data sources, including standardized tests, teacher observations, parent and student feedback, and program-specific assessments. Some common measures used to evaluate these programs include:
1. English language proficiency: This involves evaluating students’ ability to read, write, speak, and understand English. standardized tests such as the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State) are commonly used to measure English language proficiency in Indiana.
2. Academic achievement: Student performance on standardized tests in subjects like math, science, and social studies can also be used as a measure of the program’s success. Schools may compare the academic performance of dual language students with non-dual language peers to assess how well they are mastering grade-level content in both languages.
3. Language development: Schools may use assessments specifically designed for dual language learners to monitor their progress in acquiring both languages. These may include classroom-based evaluations or standardized assessments like the LAS Links (Language Assessment Scales).
4. Attendance rates: Regular attendance is essential for academic success, so schools may track attendance rates of dual language students compared to their peers.
5. Dropout/Retention rates: The number of students who drop out or leave the program before completing it can also be an indicator of its effectiveness.
6. Parent satisfaction surveys: Schools often survey parents to gather feedback on their satisfaction with the dual-language program.
7.Some schools may also conduct evaluations with teachers, administrators, and community members to obtain their perspectives on the program’s strengths and areas for improvement.
Overall, multiple measures are typically utilized to evaluate the success of Dual Language Education Programs in Indiana elementary schools. This allows school administrators to gather a comprehensive picture of how well the program is meeting its goals and making a positive impact on students’ academic achievement and language development.
9. Are there any limitations or challenges faced by Dual Language Education Programs specifically at the elementary school level?
1. Funding: One of the main challenges faced by Dual Language Education Programs at the elementary school level is obtaining adequate funding. These programs often require additional resources such as specialized teachers, materials, and training, which can be costly for schools and districts.
2. Availability of qualified teachers: Finding and retaining qualified bilingual teachers who are proficient in both languages can be a challenge, especially in areas with limited numbers of multilingual educators.
3. Student enrollment and balance: In order for a dual language program to operate successfully, there must be a balance between English-dominant and non-English dominant students. This can be difficult to achieve, especially in areas where one language group is significantly larger than the other.
4. Parental involvement: It is important for parents to be supportive and involved in their child’s education, especially in a dual language program where their child will be learning in two languages. However, some parents may not understand the benefits of bilingual education or may face barriers to participation.
5. Curriculum alignment: Dual language programs often face challenges when trying to align the curriculum with state standards and assessments while also meeting the unique needs of bilingual learners.
6. Time commitment: A successful dual language program requires a long-term commitment from both students and educators. It may take several years for students to fully develop their bilingualism, so patience and dedication are necessary.
7. Lack of resources: Accessing appropriate materials and resources that support instruction in both languages can be challenging for schools and districts.
8. Social barriers: Students participating in dual language programs may face social challenges when they are separated from their monolingual peers for language instruction or when they encounter prejudice due to their linguistic background.
9. Overemphasizing English proficiency: In some cases, there can be pressure for students to become proficient in English quickly, leading to an imbalance between languages or neglecting the development of the minority language.
10. What is the role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Indiana?
The role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Indiana is crucial to the success of the program. Parents and families act as partners with the school in supporting their child’s language development and academic progress. They have a responsibility to ensure that their child attends school regularly, completes homework assignments, and is actively engaged in classroom activities.
In addition, parents and families can play an active role in promoting cultural understanding and appreciation within the program. They can share their own cultural traditions, celebrate important holidays and events, and volunteer to help with cultural activities or events organized by the school.
Furthermore, parents and families also play a key role in providing support for their child’s home language. This can include speaking their native language at home, reading books in the home language, watching films or TV shows, or involving their child in cultural activities outside of school.
Collaboration between parents/families and teachers is essential to create a supportive learning environment for students. Parents can communicate regularly with teachers to discuss their child’s progress, ask questions about the program, and provide feedback on ways to improve it.
Overall, parents and families are vital partners in a Dual Language Education Program at an elementary school. Their involvement helps create a rich multicultural learning environment for all students involved.
11. Is parent participation and involvement encouraged and supported within Dual Language Education Programs at the elementary school level?
Yes, parent participation and involvement is encouraged and supported within Dual Language Education Programs at the elementary school level. Dual Language Education Programs recognize the importance of parents as partners in their child’s education, especially in promoting their child’s language development.
These programs often have specific ways for parents to be involved, such as attending parent information sessions, participating in parent-teacher conferences, and volunteering in the classroom or school events. Parents may also be invited to cultural events and celebrations that highlight the languages and traditions of the program.
In addition, Dual Language Education Programs often provide resources and materials for parents to support their child’s language development at home. This may include suggested reading materials in both languages, language learning activities, and tips on how parents can reinforce what their child is learning in the classroom.
Overall, these programs value collaboration with families and strive to create a welcoming and inclusive environment where all parents feel comfortable being involved in their child’s education.
12. How does the curriculum differ between a traditional English-only program and a Dual Language Education Program at an elementary school level in Indiana?
Traditional English-only programs in Indiana typically follow a curriculum that focuses on teaching subjects such as language arts, math, science, and social studies entirely in English. The curriculum is designed to support the development of academic English skills and prepare students for standardized assessments.
In contrast, a Dual Language Education Program at an elementary school level in Indiana follows a curriculum that integrates both English and another language (usually Spanish). The curriculum aims to develop bilingualism, biliteracy, and cross-cultural competencies in students. In addition to teaching core subjects in both languages, these programs also include culture and language enrichment activities. This allows students to develop strong academic skills while also becoming proficient in two languages.
The following are some key differences between the two curricula:
1) Language Instruction: Traditional English-only programs use the exclusive use of English as the medium of instruction. On the other hand, Dual Language Education Programs aim for equal exposure to both languages. In the program’s earlier years, there may be a focus on using more of the non-English language with gradual shift towards establishing equal amounts of time with both languages.
2) Cultural Content: Traditional English-only classrooms typically do not focus on cultural content. In contrast, Dual Language Education Programs incorporate cultural competency as part of their curriculum by exposing students to cultural activities and authentic materials from various cultures through both languages.
3) Manner of Teaching Vocabulary: Traditional English-only classrooms may teach vocabulary based solely on memorization whereas Dual Language Education Programs also integrate visuals along with gestures or signs when introducing new words. This approach helps children associate meaning simultaneously between spoken word equivalents and sights/motions/objects.
4) Collaboration Models: Both models encourage parents or guardians for continuous learning beyond school hours by providing resources like reading materials provided at home accessible by VLE digital platform deliveries or online libraries however the home-based quality management ingredients all teachers weigh are distinct per model accordingly (individual support sessions).
5) Differentiation in Homework Assignments: Homework in Traditional English-only programs may comprise of assignments to be completed independently, whereas homework in Dual Language Education Programs typically aims for the engagement of students and their family members through various culture and language-based projects.
In summary:
Traditional English-only program curriculum focuses on developing proficiency in English, whilst the Dual Language Education Program curriculum seeks to create bilingualism and biliteracy. The programs have different approaches to teaching language, cultural content, collaboration models (including parent/guardian support), homework assignments and differentiation between these tasks.
13. Do students who participate in a Dual Language Education Program at an elementary school have different academic outcomes compared to those who don’t?
The academic outcomes of students who participate in a Dual Language Education Program at an elementary school may be different compared to those who do not, depending on various factors. Some studies have found that students in dual language programs tend to have higher levels of bilingualism and biliteracy, enhanced cognitive skills, and better academic performance in both languages compared to their monolingual peers (Lindholm-Leary & Borsato, 2017). Additionally, a study by Hooper et al. (2015) found that students in dual language programs had higher reading achievement scores than their monolingual peers.
However, it is important to note that the success of a dual language program also depends on the quality of instruction, curriculum content, and support from families and communities (Lindholm-Leary & Borsato, 2017). Factors such as teacher qualifications, classroom practices, and home environment can also impact student outcomes.
Therefore, while participating in a Dual Language Education Program at an elementary school may be beneficial for some students’ academic outcomes, it may not necessarily lead to better academic outcomes for all students. More research needs to be done on the specific effects of dual language programs on student outcomes.
14, Are there any initiatives or policies related to promoting diversity and cultural understanding within Dual Language Education Programs at the elementary school level in Indiana?
There are several initiatives and policies that aim to promote diversity and cultural understanding within Dual Language Education Programs (DLEPs) at the elementary school level in Indiana. Here are some examples:
1. Bilingual and Multicultural Education Program: The Indiana Department of Education (IDOE) offers a Bilingual and Multicultural Education Program, which includes resources and support for DLEPs in promoting cultural understanding and diversity. This program also provides professional development opportunities for teachers to enhance their cultural competency skills.
2. English Learner Program Guidelines: The IDOE has established guidelines for English Learner (EL) programs, which includes DLEPs, to ensure that students from diverse backgrounds receive equitable educational opportunities.
3. Culturally Responsive Teaching: The IDOE encourages DLEPs to implement culturally responsive teaching strategies that recognize the strengths and experiences of diverse learners. This can be achieved by incorporating culturally relevant materials, promoting inclusive practices, and fostering positive relationships among students of different backgrounds.
4. Community Partnerships: Many DLEPs in Indiana have partnerships with local organizations or communities to provide authentic learning experiences that celebrate diversity and promote cultural understanding. These partnerships can include guest speakers, field trips, or service-learning projects.
5. Language Immersion Camps: Some DLEPs organize immersion camps during summer breaks where students can practice their language skills while learning about different cultures and customs. These camps often involve activities like cooking traditional food, arts & crafts, music performances, etc.
6. Parent Involvement: DLEPs often encourage parents of students from different cultures to actively participate in school events and classroom activities. This helps create a more inclusive environment for all students by recognizing the value of diverse perspectives.
Overall, promoting diversity and cultural understanding is an integral part of DLEPs in Indiana as it not only benefits language development but also fosters a more inclusive learning environment for all students.
15. Do children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Indiana?
Children with cognitive or learning disabilities in Indiana have access to Dual Language Education Programs at the elementary school level. These programs may be part of a student’s Individualized Education Plan (IEP) and are designed to support the educational needs of students with disabilities while offering them the opportunity to learn in a multilingual environment. However, access to these programs may vary depending on the individual student and their specific disability. It is important for parents or guardians to work closely with their child’s school and IEP team to determine the best education options for their child.
16, What are some best practices for engaging both English-dominant and non-English dominant students within a Dual language education setting at an Elementary School level in Indiana?
1. Encourage cross-collaboration and cultural exchange: One of the main goals of a dual language education program is to promote cultural understanding and appreciation among students. As such, it’s important to create opportunities for English-dominant and non-English dominant students to interact and learn from each other. This can be done through projects, group activities, and events that involve both groups of students.
2. Emphasize equal proficiency in both languages: In a dual language program, it’s important to ensure that both languages are given equal importance. This means providing resources and support for both English and non-English speakers to improve their skills in the language they are not as proficient in.
3. Utilize culturally relevant materials: To engage non-English dominant students, it’s important to use materials that are not only appropriate for their age but also culturally relevant. This can include books, videos, and activities that reflect their background and experiences.
4. Implement differentiated instruction: Every student learns differently, and this is especially true in a dual language program where there may be language barriers. Teachers should use differentiated instruction strategies to cater to the individual needs of each student.
5. Incorporate cooperative learning strategies: Cooperative learning activities can help bring English-dominant and non-English dominant students together by encouraging them to work together towards a common goal. This can also help build relationships between students who may not initially interact with each other.
6. Celebrate cultural diversity: Dual language programs provide an excellent opportunity for students to learn about different cultures firsthand. Teachers should plan multicultural events and celebrations throughout the year to celebrate the diversity within the school community.
7. Involve families in the learning process: Parents play a crucial role in their child’s education, especially when it comes to language learning. Encourage parents of non-English dominant students to participate in school activities, share their culture with the class, or volunteer as language helpers.
8. Provide targeted support for non-English dominant students: Non-English dominant students may require additional support to improve their language skills and fully participate in the program. This can include tutoring, extra practice activities, or peer mentoring programs.
9. Use technology as a tool for language learning: Technology has made it easier than ever to incorporate interactive and engaging activities into the classroom. Teachers can use apps, games, and online resources to help both English-dominant and non-English dominant students practice their language skills.
10. Encourage a positive attitude towards language learning: Learning a new language can be challenging and requires perseverance. In a dual language program, it’s important to create a positive learning environment where making mistakes is seen as part of the process and not something to be ashamed of. Encouraging students to have a growth mindset when it comes to language learning can go a long way in keeping them engaged and motivated.
17. How do Dual Language Education Programs at the elementary school level in Indiana incorporate cultural awareness and sensitivity within classroom instruction?
Dual Language Education Programs in Indiana incorporate cultural awareness and sensitivity within classroom instruction by:
1. Bilingual and Bicultural Education: These programs provide students with a balanced education that respects and values both their native language and culture, as well as the target language and culture. Through curriculum content, readings, discussions, and activities, students are exposed to a wide range of cultures and perspectives.
2. Celebrating Cultural Diversity: Dual language classrooms often have diverse student populations with varying backgrounds. Teachers plan and organize special activities to celebrate diversity such as cultural exchange programs, international festivals, or food fairs that promote understanding and appreciation of different cultures.
3. Culture and Language Integration: In dual language classrooms, culture is integrated into language instruction. Students not only learn the target language but also gain knowledge about the customs, traditions, history, literature, arts, and social norms of different cultures.
4. Respectful Communication: Teachers facilitate respectful communication between students from different linguistic and cultural backgrounds. Students are taught how to appreciate differences in terms of communication styles (verbal cues & body language) to avoid misinterpretation or misunderstanding.
5. Culturally Relevant Materials: Teachers incorporate culturally relevant materials into lesson plans such as books written by authors from diverse backgrounds or resources that represent the students’ native culture or community.
6. Field Trips: Field trips can help students experience diversity firsthand by visiting cultural institutions or communities with diverse demographics. These trips allow students to become immersed in new environments while practicing their target language skills.
7. Parent Involvement: Dual Language Programs encourage parents/guardians to be actively involved in promoting an understanding of languages other than English in order for them to understand how their child(ren) will benefit socially and academically from exposure to this particular curriculum emphasis.
8. Cultural Competency Training for Teachers: Dual Language Education Programs offer training programs for teachers so they can effectively guide learning opportunities for children who come from diverse backgrounds. This training helps teachers understand their students’ cultural needs and incorporate these into instruction.
9. Global Citizenship: Dual Language Education Programs actively foster a global citizen mindset, cultivating an understanding of the world and its many cultures by teaching students to appreciate cultural differences, global issues, and human commonalities.
10. Promotion of Respectful Behavior: Teachers cultivate mutual respect and understanding in the classroom by promoting diversity appreciation activities amongst students that showcase the uniqueness of other cultures. This helps students develop qualities such as empathy, open-mindedness, respect for different perspectives, tolerance for ambiguity & curiosity about unfamiliar places or traditions.,
18. Can students receive high school credit for participating in a Dual Language Education Program at an elementary school in Indiana?
It ultimately depends on the policies and guidelines set by the individual school district. Some districts may offer high school credit for students who participate in a Dual Language Education Program at an elementary school, while others may not. It is best to check with your child’s school district for more information on their specific policies regarding high school credit for dual language programs.
19. Is there any research or data specifically on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Indiana?
Currently, there is limited research and data specifically on the long-term benefits of Dual Language Education Programs (DLEPs) for students who started at the elementary school level in Indiana. This is because DLEPs are not yet widely implemented in Indiana and the existing programs have not been running for a long enough time to provide substantial data on the long-term outcomes of students.
However, there are some studies that have looked at the long-term outcomes of DLEP students in other states. A study conducted by Thomas and Collier (2012) examined the outcomes of DLEP students in Texas over a period of 7 years. They found that DLEP students outperformed their monolingual peers on standardized tests in both English and Spanish, had higher graduation rates, and were more likely to enroll in college.
Another study by Lindholm-Leary (2011) looked at the long-term effects of DLEPs on academic achievement and language development for students who participated in these programs from kindergarten through high school graduation. The results showed that these students had higher levels of achievement in both English and Spanish compared to their non-DLEP peers, as well as better cognitive flexibility and metalinguistic awareness skills.
In addition, a study by Genesee, Lindholm-Leary, Saunders, and Christian (2006) reviewed multiple studies on dual language education programs across various states. The findings showed that students who participated in DLEPs demonstrated higher levels of academic achievement, proficiency in both languages, positive attitudes towards bilingualism, and an increased understanding of cultural diversity.
While more research needs to be conducted specifically on the outcomes of DLEP students who started at the elementary level in Indiana, these studies suggest that long-term benefits may include improved academic achievement, bilingual proficiency, cognitive skills, and overall positive attitudes towards language learning and diversity.
20. How does Indiana compare to other states in terms of overall implementation and success rates of Dual Language Education Programs at the elementary school level?
According to the 2020 State of the States Report on Dual Language Education, Indiana is ranked in the bottom third among states for overall implementation and success rates of Dual Language Education Programs at the elementary school level. Some factors that contribute to this ranking include a lack of statewide policy and support for dual language education, limited availability of resources and materials in languages other than English, and a low percentage of students enrolled in dual language programs compared to other states. Additionally, Indiana does not have a specific state department or office devoted to bilingual education, which can impede efforts to promote and maintain successful dual language programs. Overall, while there are some successful dual language programs in Indiana, the state has room for improvement in terms of overall implementation and success rates compared to other states.