1. What is the current status of Dual Language Education Programs in elementary schools in Oregon?

There is currently a growing interest in dual language education programs in elementary schools in Oregon. According to a report by the Oregon Department of Education, there are 71 dual language programs across the state, with more being planned for implementation. The majority of these programs are Spanish-English, with some also offering Mandarin Chinese, Japanese, Russian and Vietnamese.

Additionally, a statewide goal has been set to increase the number of immersion students from 5% to 10% by 2025. This indicates a strong commitment from the state towards promoting and expanding dual language education.

In recent years, there has also been increasing support and funding for dual language programs from state and local governments, as well as community organizations. This has helped to raise awareness about the benefits of bilingual education and encourage more schools to implement such programs.

Despite this progress, there are still challenges facing dual language education programs in Oregon. Some schools struggle with finding enough qualified bilingual teachers and resources for curriculum development and materials. There is also a need for ongoing training and support for teachers to ensure the quality of instruction in these programs.

Overall, while there is room for growth and improvement, it can be said that the current status of dual language education programs in elementary schools in Oregon is positive and continues to expand. We can expect to see continued growth and development of these programs in the coming years.

2. How many elementary schools in Oregon currently offer Dual Language Education Programs?

According to the Oregon Department of Education, as of 2022, there are 155 elementary schools in Oregon that offer Dual Language Education Programs.

3. What languages are most commonly offered in Dual Language Education Programs in Oregon elementary schools?

Spanish and English are the most commonly offered languages in Dual Language Education Programs in Oregon elementary schools. Some programs may also offer other languages such as Mandarin Chinese, Japanese, or Russian.

4. How do Dual Language Education Programs benefit students in Oregon?

Dual Language Education Programs benefit students in Oregon in several ways:

1. Bilingualism and Biliteracy: Dual Language Education Programs provide students with the opportunity to develop strong proficiency in two languages. Students are instructed in both English and a target language, such as Spanish or Mandarin, and become proficient in reading, writing, speaking, and listening in both languages. This allows them to communicate effectively with a wider range of people and exposes them to diverse cultures.

2. Academic Achievement: Studies have shown that students in Dual Language Education Programs often outperform their monolingual peers academically. The intensive language instruction and higher cognitive demand of learning two languages helps to develop critical thinking skills, problem-solving abilities, and overall academic achievement.

3. Cross-Cultural Competence: In dual language programs, students from different cultural backgrounds come together for instruction. This promotes cross-cultural understanding, respect for diversity, and appreciation for different perspectives. These skills are increasingly important in our globalized world.

4. Improved Cognitive Skills: Learning a second language has been linked to improved cognitive skills such as memory, attention control, problem solving abilities, and creativity. These benefits extend beyond just language learning to other areas of academic and personal development.

5. Long-Term Career Advantages: In today’s job market, bilingualism is becoming increasingly valuable. By participating in a dual language program, students gain an edge over their monolingual peers by being able to communicate effectively with diverse populations domestically and internationally.

6. Preservation of Heritage Languages: For students who come from homes where English is not the primary language spoken at home, Dual Language Education Programs provide the opportunity to maintain their heritage language while also developing English proficiency.

7. Increased Parental Involvement: Dual Language Education Programs value parent involvement and often include strategies for involving families in their child’s education through activities such as volunteer opportunities or family literacy events using the target language.

Overall, Dual Language Education Programs in Oregon provide students with a range of social, cognitive, and academic benefits that prepare them for a successful future in an increasingly diverse society.

5. Are there any specific requirements or guidelines for implementing a Dual Language Education Program in an elementary school in Oregon?

Yes, there are specific requirements and guidelines for implementing a Dual Language Education Program in an elementary school in Oregon. These include:

1. School Approval: The school district must approve the implementation of a Dual Language Education Program in an elementary school.

2. Language Model: The program must follow either a 50/50 or 90/10 language model. In the 50/50 model, instruction is provided in both languages (Spanish and English) evenly throughout the day, while in the 90/10 model, instruction begins with 90% Spanish and gradually decreases to 50% by fifth grade.

3. Qualified Teachers: Teachers must be appropriately qualified and have fluency in both languages.

4. Parent Consent: Parents of participating students must give written consent for their child to participate in the program.

5. Curriculum: The curriculum must be language balanced and aligned with state standards.

6. Professional Development: Ongoing professional development opportunities must be provided for teachers to support their knowledge and skills in teaching bilingual students.

7. Student Assessment: Students’ academic progress and language proficiency should be assessed regularly to monitor their development.

8. Parent Communication: Regular communication with parents should occur in both languages through written correspondence, parent-teacher conferences, etc.

9. Program Evaluation: The program’s effectiveness should be regularly evaluated using various measures such as student achievement data, parent surveys, etc.

10. Community Support: The program should have the support of the school community and involve collaboration with stakeholders such as parents, community members, and native language speakers.

6. How are teachers trained to teach in a Dual Language Education Program setting in Oregon elementary schools?

Teachers in Oregon elementary schools are trained through various programs and professional development opportunities to effectively teach in a Dual Language Education Program (DLEP) setting. The specific training requirements may vary depending on the school district and program, but some common elements include:

1. Bilingual or Bicultural Certification: Many teachers who work in DLEP settings hold a bilingual or bicultural teaching certification, demonstrating their proficiency in both English and the target language.

2. Language Proficiency: Teachers are expected to demonstrate fluency in both English and the target language, typically through an oral and written proficiency exam.

3. Understanding of Dual Language Education: Teachers are trained to understand the principles of dual language education, including the benefits of biliteracy and cultural competency.

4. Cultural Competence Training: Teachers receive training on how to create a culturally responsive classroom environment that supports all students’ identities and backgrounds.

5. Collaboration with Co-Teachers: In DLEP settings, teachers typically work in teams consisting of one native English speaker and one native speaker of the target language. These co-teachers collaborate to plan, instruct, and assess students’ progress together.

6. Professional Development Opportunities: School districts may offer specific professional development opportunities for teachers working in DLEP classrooms, such as workshops or seminars on effective instructional strategies for bilingual students.

7. Ongoing Support: Schools often provide ongoing support to DLEP teachers through coaching, mentorship programs, peer collaboration, or other resources.

In addition to these formal training opportunities, many DLEP teachers also have personal experience with bilingualism or multiculturalism themselves, which can greatly enhance their ability to teach in this setting. Overall, Oregon works towards providing comprehensive training for DLEP teachers so they can effectively support the academic success and cultural identity development of all students in their classrooms.

7. Are there any state funding or resources available to support the implementation of Dual Language Education Programs in elementary schools in Oregon?

Yes, there are some state funding and resources available to support the implementation of Dual Language Education Programs in elementary schools in Oregon.

1. Oregon Seal of Biliteracy: The Oregon Seal of Biliteracy is a state-funded program that recognizes high school graduates who have attained a high level of proficiency in one or more languages, in addition to English. This can serve as an incentive for elementary students to continue studying and maintaining their language skills.

2. Elementary Language Immersion Program (ELIP) Grants: The Oregon Department of Education offers ELIP grants to support the implementation and expansion of language immersion programs at the elementary level. These grants can be used for curriculum development, teacher training, and instructional materials.

3. English Language Learner (ELL) Programs: The Oregon Department of Education provides funding for English Language Learner (ELL) programs, which can also offer support for Dual Language Education Programs. These programs provide resources such as professional development opportunities for teachers, language assessments, and access to bilingual instructional materials.

4. Dual Language Endorsement Program: The Oregon Department of Education offers a Dual Language Endorsement Program for educators interested in teaching in dual language education settings at the elementary level. This program provides resources, including online courses and workshops on dual language education strategies.

5. ESEA Title III Funds: Elementary schools with a high number or percentage of English Language Learners may be eligible to receive funds through the Every Student Succeeds Act (ESSA), Title III – English Language Acquisition, Language Enhancement, and Academic Achievement Act. These funds can be used towards the development or expansion of dual language education programs.

6. Dual Language Resource Center: The University of Oregon provides a Dual Language Resource Center that offers resources, workshops, and consultations to support the implementation and maintenance of effective dual language education programs.

Other potential sources of funding may include local grants from foundations or community organizations that support multilingual education initiatives. In addition, schools may be able to leverage community partnerships, parent groups, and volunteer support to help implement and sustain dual language education programs.

8. How is the success of Dual Language Education Programs measured and evaluated in Oregon elementary schools?

Oregon’s dual language education programs are evaluated and measured in a variety of ways. Some of the methods used include:

1. Standardized tests: Student performance on state standardized tests is one of the main measures used to evaluate the success of dual language programs. This includes tests in English Language Arts, Math, and other subjects.

2. Language proficiency assessments: Dual language students are assessed on their proficiency in both languages using tools such as the Oregon English Language Proficiency Assessment (ELPA) and the Spanish Proficiency Assessment for Teachers and Students (SPLAT).

3. Academic achievement data: Schools also track the academic achievement of dual language students compared to their monolingual peers on a variety of school-based assessments.

4. Program retention rates: Schools monitor retention rates for both English-dominant and non-English dominant students enrolled in dual language programs to ensure that students are staying in the program long-term.

5. Parent surveys: Parents are surveyed to gather feedback on their satisfaction with the program, as well as their perceptions of their child’s progress in terms of language proficiency and academic achievement.

6. Teacher evaluations: Teachers are continually evaluated based on their effectiveness in delivering instruction in both languages, as well as their ability to create culturally responsive learning environments.

7. Exit exams: In some cases, schools may administer exit exams for students who have completed a certain level or number of years in the dual language program to assess their overall proficiency and readiness for higher education or the workforce.

8. Qualitative data: Schools may also collect qualitative data through classroom observations, student work samples, and parent and teacher interviews to gain a deeper understanding of student growth and progress in a dual language setting.

Overall, these measures help schools assess the success of their programs, identify areas for improvement, and make necessary adjustments to continue providing high-quality dual language education to students.

9. Are there any limitations or challenges faced by Dual Language Education Programs specifically at the elementary school level?

There are some limitations and challenges that may impact Dual Language Education Programs at the elementary school level, including:

1. Availability of qualified bilingual teachers: One of the main challenges in implementing a Dual Language Education Program is finding enough qualified bilingual teachers who can effectively teach content in both languages. This can be especially difficult at the elementary school level where there may be lower numbers of bilingual educators.

2. Balanced enrollment: Another challenge is ensuring that there is a balanced enrollment of students who speak each language. In order for a Dual Language Education Program to be successful, there needs to be a relatively equal number of students who are fluent in both languages.

3. Adequate resources: Implementing and maintaining a Dual Language Education Program can also require significant resources, such as instructional materials, trained staff, and support from the school community. Elementary schools may have limited budgets or access to these resources, which can hinder the effectiveness of the program.

4. Curriculum alignment: Coordinating curriculum between two languages can also pose a challenge for elementary level programs, as it requires careful planning and collaboration among teachers.

5. Parental involvement: For students to fully benefit from a Dual Language Education Program, parents need to be actively involved and supportive of their child’s learning in both languages. This may require additional effort from educators to engage families who may not be proficient in one or both languages.

6. Limited exposure to target language: Elementary school-aged children typically spend more time with their peers learning English than they do with non-English speakers or engaging in activities that require them to use the target language outside of class time. This can limit opportunities for children to develop proficiency in the non-dominant language.

7. Potential pushback from traditional education models: In some cases, there may be resistance from certain members of the community or education system towards Dual Language Education Programs due to concerns about maintaining English proficiency or academic rigor.

Overall, while there are certainly challenges that may impact Dual Language Education Programs at the elementary school level, these programs have been shown to provide numerous benefits for students who participate and can be successful with proper support and resources.

10. What is the role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Oregon?

The role of parents and families is crucial in the success of a Dual Language Education Program at an elementary school in Oregon. Some key roles they play include:

1. Supporting their child’s language development: Parents and families can support their child’s language development by using the target language at home, reading books or telling stories in the target language, and encouraging their child to use the language in everyday conversations.

2. Reinforcing cultural understanding: Since dual language programs typically promote a multicultural environment, parents and families can reinforce this by exposing their child to different cultures, celebrating their own cultural heritage, and encouraging empathy towards others’ cultures.

3. Collaborating with teachers: Parents and families can collaborate with teachers to understand the program’s goals, expectations, and curriculum. They can also work together to ensure that their child is making progress academically and linguistically.

4. Volunteering in the classroom: Many bilingual schools welcome parent volunteers who speak the target language fluently. This allows them to support students who may need additional help in understanding concepts or practicing their skills in the new language.

5. Being actively involved in school activities: Attending school events such as cultural celebrations, parent-teacher conferences, and open houses shows support for the program and encourages children to take pride in their bilingualism.

6. Promoting a positive attitude towards learning: Parents and families should foster a positive attitude towards learning a second language by praising their child’s efforts, providing encouragement, and focusing on progress rather than perfection.

7. Advocating for the program: As advocates for their child’s education, parents and families can also advocate for the dual language program by sharing its benefits with others and participating in discussions about its importance within the education system.

Overall, parents and families play a critical role as partners in a successful Dual Language Education Program at an elementary school in Oregon by supporting their child’s academic achievement while embracing linguistic diversity.

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 essential for the success of Dual Language Education Programs at the elementary school level. These programs often rely on strong partnerships between families and schools to support students’ language development and academic achievement.

Many Dual Language Education Programs actively encourage and support parent participation through various means, such as:

1. Parent workshops: Schools may organize workshops specifically for parents to help them understand the program’s goals, methods, and expectations. These workshops can also provide opportunities for parents to learn strategies for supporting their child’s language learning at home.

2. Parent orientations: Some schools hold orientation sessions for parents before their child begins the Dual Language Education Program to provide a thorough overview of the program and answer any questions or concerns they may have.

3. Regular communication: Strong lines of communication between teachers/administrators and parents are crucial in Dual Language Education Programs. Schools may use weekly newsletters, emails, phone calls, or parent-teacher conferences to keep parents informed about their child’s progress, upcoming events or activities related to the program.

4. Opportunities for volunteering: Many schools welcome parent volunteers in different capacities, such as reading with students in both languages or helping with cultural presentations or activities.

5. Parent councils or committees: In some Dual Language Education Programs, parent councils or committees are formed to involve parents in decision-making processes regarding the program’s implementation, curriculum choices, and community engagement initiatives.

6. Cultural events/celebrations: Schools may organize cultural events that bring together students from different language backgrounds and their families to celebrate diversity and multiculturalism within the program.

Overall, parent participation is highly encouraged in Dual Language Education Programs because it reinforces children’s motivation, promotes a positive attitude towards language learning at home and school, and contributes towards building a sense of community within the program.

12. How does the curriculum differ between a traditional English-only program and a Dual Language Education Program at an elementary school level in Oregon?

In a traditional English-only program, the curriculum is typically centered on teaching students English language arts, math, science, and social studies in English. This may involve using textbooks and resources written in English and delivering instruction primarily in English.

In a Dual Language Education Program at an elementary school level in Oregon, the curriculum is designed to develop fluency in both English and another language (such as Spanish). In addition to learning all core subjects, students also receive instruction in their second language for a significant portion of the day. The curriculum is often taught through an immersion approach, where lessons are delivered primarily in the second language while gradually incorporating more English as students become proficient. The goals of such programs are for students to become bilingual and biliterate, meaning they can read, write, speak and understand both languages with ease. Additionally, cultural components may be integrated into the curriculum to promote appreciation and understanding of different cultures.

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?

Yes, students who participate in a Dual Language Education Program at an elementary school typically have better academic outcomes compared to those who do not participate. Research has shown that dual language students outperform their peers on standardized tests, have higher levels of proficiency in both languages, and develop better cognitive skills such as problem-solving and critical thinking. Additionally, participating in a Dual Language Education Program can also have positive social and cultural benefits for students by promoting cross-cultural understanding and appreciation for diversity.

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 Oregon?

Yes, there are several initiatives and policies aimed at promoting diversity and cultural understanding within Dual Language Education Programs at the elementary school level in Oregon.

1. Cultural Competency Training for Educators: The Oregon Department of Education offers training programs for educators on cultural competency, equity, and inclusion in the classroom. This training includes strategies for teaching students from diverse backgrounds and addressing issues related to cultural sensitivity.

2. Culturally Responsive Teaching Practices: Many Dual Language Education Programs in Oregon incorporate culturally responsive teaching practices that aim to create a welcoming and inclusive learning environment for all students. These practices include incorporating students’ cultural backgrounds and experiences into the curriculum, using culturally relevant materials and resources, and promoting open dialogue about different cultures within the classroom.

3. Bilingual Education Advocacy: The Oregon Association for Bilingual Education (OABE) is a non-profit organization that advocates for bilingual education policies and programs in Oregon schools. They work to promote diversity and cultural understanding in Dual Language Education Programs through workshops, conferences, and community events.

4. Partnership with Local Communities: Many Dual Language Education Programs in Oregon partner with local community organizations and cultural centers to provide students with opportunities to learn about different cultures firsthand. These partnerships also help foster relationships between students from diverse backgrounds and promote cross-cultural understanding.

5. Diverse Curriculum: In accordance with state guidelines, Dual Language Education Programs must offer a diverse curriculum that reflects the diversity of their student population. This includes selecting textbooks, materials, and other resources that represent various cultures, races, religions, genders, abilities, etc.

6. Multicultural Celebrations: Some Dual Language Education Programs organize multicultural celebrations throughout the school year to celebrate diversity and promote cultural understanding among students. These events often involve performances, presentations, food tastings, etc., representing various cultures.

Overall, many efforts are being made within Dual Language Education Programs in Oregon to promote diversity and cultural understanding at the elementary school level. Schools and districts also have the autonomy to implement their own initiatives and policies in this regard.

15. Do children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Oregon?

Children with cognitive or learning disabilities in Oregon have access to Dual Language Education Programs at the elementary school level. Oregon is dedicated to providing equal educational opportunities for all students, including those with disabilities. This includes children with cognitive or learning disabilities who may benefit from a Dual Language Education Program.

The Individuals with Disabilities Education Act (IDEA) mandates that children with disabilities receive an appropriate education that meets their unique needs and prepares them for further education, employment, and independent living. This means that schools in Oregon are required to provide accommodations and supports for students with disabilities in all educational programs, including Dual Language Education Programs.

In addition, the Oregon Department of Education has guidelines in place to ensure that English language learners (ELLs) with disabilities are provided equal access to instructional programs, including Dual Language Education Programs. These guidelines require schools to assess each ELL student’s individual needs and create an Individualized Education Program (IEP) that addresses their specific disability-related needs while also providing access to a challenging curriculum in both languages.

Furthermore, the Oregon Department of Education provides resources and support for teachers and administrators to effectively serve students with disabilities in Dual Language Education Programs. This includes professional development opportunities on best practices for supporting students with diverse learning needs in bilingual settings.

Overall, children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Oregon through a combination of federal and state laws and policies designed to promote inclusive and equitable education for all students.

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 Oregon?

1. Ensure Equitable Access to Information:
In a dual language education setting, it is essential to provide equal access to information for both English-dominant and non-English dominant students. This can be achieved by providing translated materials, such as flyers, newsletters, class schedules, and school announcements in both languages.

2. Promote Cultural Awareness:
Create an inclusive environment that celebrates the cultural diversity of all students. Teachers should incorporate diverse perspectives and cultural activities into their curriculum to promote understanding and respect among students.

3. Use Bilingual Teaching Strategies:
Implement effective bilingual teaching strategies in the classroom that support both languages equally. Encourage teachers to use both English and the non-English language during instruction, assignments, and assessments.

4. Provide Language Support:
Ensure that there are resources available for both English-dominant and non-English dominant students to support their language development. This can include bilingual dictionaries, language learning software, or language tutors.

5. Encourage Collaboration:
Encourage collaboration between English-dominant and non-English dominant students in group projects and activities. This will not only promote cross-cultural understanding but also allow students to learn from each other’s strengths.

6. Train Teachers on Dual Language Instruction:
Teachers play a crucial role in promoting academic success for both groups of students in a dual language education setting. They must receive specialized training on how to effectively engage English-dominant and non-English dominant students simultaneously.

7. Monitor Progress:
Regularly monitor the progress of both groups of students to ensure that they are making academic gains at a similar rate. If there are any disparities, provide additional support or modify instructional strategies accordingly.

8. Involve Families:
Involve families in the dual language education process by providing information sessions about the program and inviting them to cultural events or school activities where they can interact with other families from different linguistic backgrounds.

9. Create Multilingual Learning Spaces:
Provide opportunities for both groups of students to feel comfortable using their home language in the school setting. Create multilingual learning spaces such as a dual language library or posters and materials displayed in both languages.

10. Celebrate Language Diversity:
Lastly, it is essential to celebrate language diversity within the school community. Organize events that highlight cultural traditions, promote language learning, and encourage students to be proud of their linguistic heritage.

17. How do Dual Language Education Programs at the elementary school level in Oregon incorporate cultural awareness and sensitivity within classroom instruction?

– Many Dual Language Education Programs in Oregon adopt a culturally responsive approach to teaching and learning, which involves incorporating students’ diverse cultural backgrounds and identities into the classroom.
– This can be done through the use of culturally relevant literature, music, and other resources that reflect the diverse backgrounds of students in the program.
– Teachers are also trained to have a deep understanding and respect for the cultures represented in their classrooms and to integrate cultural knowledge and perspectives into their instruction.
– Classroom discussions and activities may also focus on promoting cultural awareness, respect, and sensitivity, as well as celebrating diversity.
– Some programs may also involve parents or community members from different cultural backgrounds in classroom activities or presentations to further enhance cultural understanding among students.

Overall, Dual Language Education Programs in Oregon strive to create inclusive learning environments where students feel valued for their diverse identities and cultures while simultaneously developing bilingualism and biliteracy skills.

18. Can students receive high school credit for participating in a Dual Language Education Program at an elementary school in Oregon?

Yes, students can receive high school credit for participating in a Dual Language Education Program at an elementary school in Oregon. Many schools offer a program called “Seal of Biliteracy” where students can earn high school credit for demonstrating proficiency in multiple languages, including those learned through a Dual Language Program.

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 Oregon?

Yes, there is some research and data on the long-term benefits of Dual Language Education Programs in Oregon for students who started at the elementary school level. Here are a few key findings from studies and reports:

1. Higher academic achievement: A study conducted by the Oregon Department of Education found that students who participated in dual language programs in Portland Public Schools significantly outperformed their peers in English-only classrooms on state assessments in reading, writing, and math from 4th grade through high school.

2. Increased language proficiency: Another study conducted by the Oregon Department of Education showed that students who participated in dual language programs in Eugene School District experienced accelerated Spanish language proficiency compared to their peers who did not participate in the program.

3. Improved cognitive skills: A report by the American Councils for International Education found that dual language immersion students in Portland Public Schools outperformed their non-immersion peers on measures of fluid reasoning, cognitive flexibility, and working memory.

4. Stronger cultural competency: A study conducted by Portland State University found that dual language immersion students had stronger cultural competency compared to their monolingual peers, including greater cross-cultural awareness and sensitivity towards diversity.

5. Increased career opportunities: According to a report by the Center for Applied Linguistics, students who participate in dual language programs are better equipped for careers requiring bilingualism and biculturalism, which are increasingly valued skills in today’s global job market.

Overall, research suggests that starting dual language education at the elementary school level can lead to long-term benefits for students including higher academic achievement, increased language proficiency, improved cognitive skills, stronger cultural competency, and increased career opportunities. These benefits are particularly significant for linguistically diverse communities where students may not have had access to high-quality bilingual education before enrolling in a dual language program.

20. How does Oregon compare to other states in terms of overall implementation and success rates of Dual Language Education Programs at the elementary school level?

Oregon is considered a leader in Dual Language Education Programs at the elementary school level, with more than 100 programs currently in place across the state. This puts Oregon among the top states in the country for implementing and promoting Dual Language Education.

Research shows that these programs have been successful in improving academic outcomes for students, particularly in areas such as English language proficiency and overall academic achievement. Oregon’s diverse population and commitment to supporting bilingualism make it an ideal location for Dual Language Education programs to thrive.

Compared to other states, Oregon has one of the highest rates of elementary Dual Language Education program enrollment, with over 10% of students enrolled in such programs. Additionally, Oregon has policies in place that support and promote the implementation of Dual Language Education, which contributes to its success in this area.

Some states are beginning to follow Oregon’s lead and have started implementing their own Dual Language Education programs at the elementary level. However, there is still significant variation among states in terms of program availability and success rates. Overall, Oregon stands out as a model for other states looking to establish or improve their own Dual Language Education initiatives at the elementary school level.