1. What is the role of state colleges in promoting Dual Language Education Programs?
The role of state colleges in promoting Dual Language Education Programs is multifaceted and may include the following:
1. Providing teacher education and training: State colleges can offer specialized coursework, seminars, and workshops for pre-service and in-service teachers to prepare them for teaching in dual language classrooms. This includes training on bilingual instruction techniques, curriculum design, linguistics, and cultural competence.
2. Research and development: State colleges can conduct research on effective instructional practices in dual language education programs, evaluate the implementation of such programs, and share their findings with school districts to inform program implementation.
3. Offering professional development opportunities: In addition to teacher education programs, state colleges can also provide ongoing professional development opportunities for teachers working in dual language education programs. This may include workshops or conferences that focus on cultural competency, literacy strategies for multilingual learners, or engaging parents and families of diverse backgrounds.
4. Collaborating with school districts: State colleges can collaborate with local school districts to plan, implement, and evaluate dual language education programs. They can serve as a resource for program design, curriculum development, assessment tools, and teacher support.
5. Advocacy: State colleges can advocate for the importance of dual language education at the state level by participating in policy discussions and advocating for policies that support the needs of multilingual students and families.
6. Building partnerships: State colleges can establish partnerships with community organizations or other institutions to expand resources available to dual language education programs. These partnerships could include providing access to library resources or connecting students with mentors who speak the target languages.
Overall, state colleges play a critical role in promoting Dual Language Education Programs by preparing qualified teachers who can effectively teach diverse student populations while also conducting research that informs best practices in multicultural education.
2. How are state colleges in Maryland integrating Dual Language Education Programs into their curriculum?
State colleges in Maryland are integrating Dual Language Education Programs into their curriculum through various measures, such as:
1. Partnering with local school districts: Many state colleges have partnerships with nearby school districts that offer Dual Language Education Programs. This allows for a seamless transition for students who want to continue their dual language education at the college level.
2. Developing specialized programs and majors: Some state colleges have developed specialized programs and majors focused on dual language education. These programs provide students with an in-depth understanding of bilingualism and help prepare them to become dual language educators.
3. Offering courses and certificates: State colleges are also offering courses and certification programs in foreign languages, English as a second language (ESL), and bilingual education. These courses are designed to give students knowledge and skills necessary to teach in a dual language setting.
4. Providing resources and support: State colleges often have dedicated departments or centers that provide resources and support for dual language education. These resources may include instructional materials, research databases, professional development opportunities, and networking events.
5. Engaging in research and partnerships: Many state colleges engage in research on dual language education and partner with other institutions to collaborate on projects related to this field. This helps strengthen the integration of dual language education into their curriculum.
6. Encouraging study abroad experiences: Some state colleges encourage students to participate in study abroad programs, which can be an important component of dual language education. By immersing themselves in another culture, students can improve their proficiency in another language while also gaining a deeper understanding of different cultures.
Overall, state colleges in Maryland are actively working towards integrating Dual Language Education Programs into their curriculum by providing a range of opportunities for students to learn about bilingualism and gain practical experience teaching in a multilingual setting.
3. What support and resources do state colleges provide for Dual Language Education Programs?
State colleges typically provide a range of support and resources for Dual Language Education Programs, which may include:
1. Professional development opportunities for teachers and administrators: State colleges often offer workshops, conferences, and other forms of professional development focused on best practices in Dual Language Education. These programs can help teachers and administrators stay updated on the latest research, instructional strategies, and policies related to dual language education.
2. Curriculum and instructional materials: State colleges may provide access to curriculum materials, lesson plans, and other resources specifically designed for Dual Language Education Programs. This can help teachers create high-quality bilingual instruction that aligns with state standards.
3. Assistance with program design and implementation: Many state colleges have staff members or departments dedicated to supporting Dual Language Education Programs at the district level. These individuals can offer guidance on program design, selection of instructional models, assessment measures, parent outreach strategies, and other key components of a successful dual language program.
4. Collaboration with community organizations: State colleges may partner with local community organizations to provide resources that support dual language education. This could include cultural events, guest speakers from targeted language communities, translation services, or connections to mentorship or tutoring programs for students who need additional academic support.
5. Research support: Some state colleges have research centers or institutes focused on bilingual education and second language acquisition. These institutions may offer training opportunities for educators as well as conduct their own research studies related to Dual Language Education Programs.
6. Advocacy and policy development: State colleges can also serve as advocates for Dual Language Education Programs at the state level by providing input on policies related to bilingual education. They may also collaborate with state agencies or legislative bodies to promote funding or other necessary support for these programs.
Overall, state colleges play a critical role in supporting the success of Dual Language Education Programs by providing expertise in curriculum development, research-based practices, collaboration with community partners, and policy advocacy efforts.
4. How do state colleges in Maryland select and train teachers for Dual Language Education Programs?
State colleges in Maryland typically select and train teachers for Dual Language Education Programs through specific programs and courses designed to prepare educators for this type of teaching. These may include:
1. Bilingual/ESL teacher education programs: Many state colleges in Maryland offer undergraduate or graduate programs specifically focused on preparing teachers to work with English language learners in dual language settings. These programs often include coursework on linguistics, second language acquisition, curriculum development, and cultural competency.
2. Certification requirements: Teachers in dual language programs are typically required to hold teaching certifications in both ESL and the target language being taught (e.g. Spanish certification for a Spanish-English dual language program). State colleges often offer certification preparation courses or include these requirements as part of their existing education programs.
3. Internship opportunities: State colleges may partner with public schools that have established dual language programs to provide internship opportunities for student teachers. Through these internships, pre-service teachers can gain practical experience working with students in a bilingual setting under the guidance of experienced mentors.
4. Professional development: State colleges may offer workshops or training sessions for current teachers interested in transitioning into dual language education. These professional development opportunities can provide educators with the knowledge and skills needed to successfully implement a dual language program.
5. Language proficiency requirements: Most state colleges require potential educators to demonstrate proficiency in both English and the target language being taught in order to be considered for participation in the Dual Language Education Program.
6. Ongoing support and resources: State colleges may offer ongoing support and resources such as conferences, networking events, and access to materials and research related to Dual Language Education Programs.
Overall, state colleges play a crucial role in selecting and training teachers for Dual Language Education Programs by offering relevant coursework, certification opportunities, practical experience through internships, professional development, and ongoing support.
5. What is the impact of Dual Language Education Programs on student performance in state colleges in Maryland?
There is limited research specifically on Dual Language Education Programs in state colleges in Maryland. However, research on dual language education programs overall has shown positive impacts on student performance.
One study by Thomas and Collier (2012) examined the long-term academic outcomes of students who participated in dual language programs in Colorado and found that these students outperformed their peers on measures of reading, writing, and math in English. Another study by Gandara (2015) found that students who were enrolled in dual language programs had higher graduation rates and were more likely to enroll in college than their peers who were not enrolled in such programs.
Additionally, a study by Lindholm-Leary (2015) found that dual language students performed as well or better than their monolingual peers on standardized tests and showed improved cognitive skills such as problem-solving and metacognition. This indicates that dual language education can positively impact student performance overall.
In terms of specific impacts on students at state colleges in Maryland, a study on the Impact of Bilingualism on Cognitive Functioning among College Students conducted by Linck et al. (2008) found that bilingual college students had better metalinguistic awareness skills, which are linked to academic success. This suggests that state colleges with Dual Language Education Programs may see similar benefits for their students.
Overall, while there is limited research specifically on the impact of Dual Language Education Programs on student performance in state colleges in Maryland, the existing research suggests that such programs can have positive outcomes for student achievement and may contribute to improved academic performance and college readiness among students.
6. How are language proficiency levels addressed within Dual Language Education Programs at state colleges in Maryland?
Language proficiency levels are addressed within Dual Language Education Programs at state colleges in Maryland in several ways:
1. Placement Tests: Most Dual Language Education Programs at state colleges in Maryland require students to take a placement test before enrolling in the program. This test assesses their language proficiency level and helps determine their placement within the program.
2. Language Requirements: Dual Language Education Programs often have specific language requirements for admission, such as a minimum level of proficiency in one or both languages of instruction.
3. Bilingual Instruction: In Dual Language Education Programs, students receive instruction in both languages, with content being taught in one language and then reinforced in the other. This allows students to develop their language skills simultaneously while learning academic content.
4. Differentiated Instruction: Teachers in these programs use differentiated instruction techniques to tailor instruction to the needs of students with different language proficiency levels. This may include providing additional support or advanced materials for students who need it.
5. ESL Support Services: Many state colleges offer ESL support services within their Dual Language Education Programs. These services provide additional support for students who are not yet proficient enough to fully participate in the immersion setting.
6. Monitoring Progress: State colleges also regularly monitor students’ progress and assess their language proficiency throughout the program. This allows faculty to identify struggling students and provide additional support or resources as needed.
7. Bilingual Counseling and Guidance: Some state colleges also offer bilingual counseling and guidance services for dual language learners, which can help them navigate any challenges they may face due to language differences and facilitate their overall academic success.
8. Professional Development for Teachers: State colleges provide professional development opportunities for teachers involved in Dual Language Education Programs to enhance their understanding of second-language acquisition, bilingual education principles, and instructional strategies that address different levels of language proficiency.
9. Parental Involvement: Parents play an essential role in supporting their child’s language development at home while attending a Dual Language Education Program. State colleges often offer resources or workshops for parents to help them support their child’s language development effectively.
By implementing these strategies, language proficiency levels can be effectively addressed within Dual Language Education Programs at state colleges in Maryland, providing students with the necessary support to become proficient in both languages of instruction and achieve academic success.
7. What measures are implemented to ensure equal access to Dual Language Education Programs at state colleges in Maryland?
1. Outreach and Recruitment: State colleges have implemented various outreach and recruitment strategies to raise awareness and interest in Dual Language Education Programs among students from diverse backgrounds. This includes promoting the programs through various channels such as social media, school visits, and community events.
2. Admission Policies: State colleges have implemented admission policies that do not discriminate based on language or cultural background. All students who meet the criteria for admission, regardless of their linguistic abilities, are considered for acceptance into Dual Language Education Programs.
3. Language Requirements: Some state colleges may have specific language proficiency requirements for admission into Dual Language Education Programs. However, these requirements are designed to ensure that students can effectively participate in the program and not to exclude any specific group of students.
4. Diverse Faculty and Staff: State colleges strive to have a diverse faculty and staff in their Dual Language Education Programs to provide role models and support for students from different backgrounds. This also ensures that all students have access to teachers who are fluent in both languages offered in the program.
5. Funding Support: State colleges may provide financial support or scholarships for students from low-income families or underrepresented communities to help cover the cost of tuition fees for Dual Language Education Programs.
6. Collaboration with Local Schools: State colleges often collaborate with local elementary and secondary schools to identify potential candidates for their Dual Language Education Programs. This helps ensure that a diverse pool of students is aware of the opportunity and has equal access to it.
7. Accommodations for Students with Special Needs: State colleges make accommodations for students with special needs to ensure equal access to Dual Language Education Programs. These accommodations may include providing interpreters or language tutors, modifying teaching methods, or offering additional support services.
Overall, state colleges strive to create an inclusive environment where all students have equal opportunities to participate in Dual Language Education Programs regardless of their background or linguistic abilities.
8. How does student diversity play a role in the implementation of Dual Language education programs at state colleges in Maryland?
Student diversity plays a critical role in the implementation of Dual Language education programs at state colleges in Maryland. Maryland is known for its rich cultural and linguistic diversity, with a large number of students coming from different backgrounds, including racial, ethnic, linguistic, and socio-economic backgrounds.
1. Meeting the needs of diverse learners: One of the key benefits of Dual Language education programs is that they are designed to cater to the needs of diverse learners. With students from different backgrounds, it is essential to provide instruction that meets their specific needs and learning styles. Dual Language education programs integrate bilingualism and multiculturalism into the curriculum, providing a culturally responsive approach that values and validates all students’ identities.
2. Promoting language proficiency: In Maryland, there are several languages spoken by students other than English, such as Spanish, Chinese, Vietnamese, Korean, Tagalog, etc. Dual Language education programs promote language proficiency for both English language learners (ELLs) and native English speakers in their target language. This ensures that all students have an equal opportunity to develop strong bilingual skills.
3. Building a sense of community: With a diverse student population comes a diverse community. Implementing Dual Language education programs creates an inclusive environment where all students feel valued and represented. It also promotes cultural understanding and respect among different groups.
4. Enhancing academic achievement: Studies have shown that students in dual language immersion programs tend to outperform their peers in both academic content areas and standardized tests. The exposure to two languages has been proven to improve cognitive skills such as problem-solving, critical thinking, and creativity – all crucial for academic success.
5. Addressing social justice issues: Student diversity can also bring attention to social justice issues present within the educational system. By implementing Dual Language education programs at state colleges in Maryland, these institutions signal a commitment towards equity by addressing inequities through promoting language access, representation and inclusion within higher education.
Overall , student diversity plays a crucial role in the implementation of Dual Language education programs at state colleges in Maryland. It not only benefits individual students by promoting language proficiency, academic achievement and a sense of community, but also contributes towards creating a more equitable and inclusive educational system.
9. What funding sources are available for the continuation and expansion of Dual Language Education programs at state colleges in Maryland?
There are a few funding sources available for the continuation and expansion of Dual Language Education programs at state colleges in Maryland.
1. State Grants: The Maryland State Department of Education (MSDE) offers several grants to support Dual Language Education programs in schools, including state colleges. These grants include the Bilingual Teacher Training Grant, which provides funding for teacher preparation or teacher training in bilingual education; and the Foreign Language Assistance Program, which supports language instruction for limited English proficient students.
2. Federal Programs: There are also federal programs that provide funding for Dual Language Education programs at state colleges. These include Title III of the Elementary and Secondary Education Act, which provides funds for language instruction and academic achievement for English learners; and the Fulbright-Hays Group Projects Abroad program, which provides grants to assist with language study and research abroad.
3. Private Foundations: Some private foundations also offer grants to support Dual Language Education programs at state colleges. For example, the Bill & Melinda Gates Foundation has a focus on promoting bilingualism and biliteracy among students, and may offer grants that can support these types of programs.
4. Scholarships: Maryland’s Higher Education Commission offers several scholarships that can be used to fund education related to Dual Language Education, such as the International Student Scholarship program or the Bilingual/Cultural Based Program scholarship.
5. Collaborative Partnerships: Another source of funding could be through collaborative partnerships with businesses or organizations that have an interest in supporting bilingualism and cultural diversity. These partners may offer sponsorships or donations to help fund Dual Language Education programs at state colleges.
6. Fundraising Activities: State colleges could also organize fundraising events or campaigns to raise funds for their Dual Language Education programs. These activities could include auctions, charity runs/walks, or crowd-funding campaigns online.
Overall, it is essential to research all current local resources available for educational development regarding dual language immersion curriculum within higher education in Maryland. Additionally, active outreach to multiple sources of funding could increase the chances of obtaining necessary funds for these programs.
10. Can students receive college credit for participating in Dual Language education programs at state colleges in Maryland?
There is no specific rule or policy regarding college credit for participating in Dual Language education programs at state colleges in Maryland. Each college may have its own requirements and guidelines for granting credit. It is recommended that students contact the colleges they are interested in attending to inquire about their policies on awarding credit for Dual Language education programs.
11. How does participation in Dual Language education programs at state colleges benefit non-English speaking students’ academic achievement and future opportunities?
Participation in Dual Language education programs at state colleges can benefit non-English speaking students’ academic achievement and future opportunities in several ways:
1. Improved proficiency in both languages: Dual Language education programs provide students with the opportunity to become proficient in both their native language and English. This allows them to communicate effectively in different settings, improves their language skills, and builds their confidence.
2. Increased academic performance: Research has shown that students who participate in Dual Language programs perform as well or even better than monolingual students on standardized tests. This is because these programs often have a strong focus on literacy and academic vocabulary development, which can benefit students of all backgrounds.
3. Access to higher education: Participation in Dual Language education programs at state colleges gives non-English speaking students the opportunity to continue their education at a higher level. By becoming proficient in both languages, they are better equipped to succeed academically and pursue advanced degrees.
4. Enhances cultural competence: Dual Language education also promotes cultural competence by exposing students to different languages, cultures, and perspectives. This can help prepare them for an increasingly diverse workforce and globalized world.
5. Builds marketable skills: With businesses becoming more global, there is a growing demand for bilingual employees who can communicate with diverse populations and understand different cultures. Participation in a Dual Language program provides students with valuable skills that can make them more competitive in the job market.
6. Opens up career opportunities: Being bilingual can open up a variety of career options for non-English speaking students, especially in fields such as international business, tourism, diplomacy, teaching, translation, and interpretation.
7. Bridges the achievement gap: Students from non-English speaking backgrounds often face educational barriers due to language barriers. Dual Language education seeks to address this achievement gap by providing equal access to quality education for all students.
In conclusion, participation in Dual Language education programs at state colleges provides non-English speaking students with numerous academic and career benefits. It not only helps them become proficient in both languages, but also prepares them for a diverse and globalized world. These programs can play a crucial role in promoting educational equity and creating opportunities for academic success and future growth for non-English speaking students.
12. Are there any partnerships or collaborations between state colleges and local school districts for the development of dual language programs?
Yes, there are partnerships and collaborations between state colleges and local school districts for the development of dual language programs. These partnerships usually involve the state college providing support and resources to the school district in implementing and improving its dual language program. This can include training and professional development opportunities for teachers, curriculum development support, and sharing best practices. State colleges may also collaborate with local school districts to offer dual enrollment programs, where high school students can enroll in college courses taught in the target language to earn college credit while still in high school. Additionally, some state colleges have their own dual language education programs or research centers that work closely with local schools to promote bilingualism and biliteracy.
13. Are there any specialized resources or accommodations provided by state colleges to support students with disabilities within dual language education programs?
Some state colleges may have specialized resources or accommodations available for students with disabilities within dual language education programs. This can vary depending on the specific college and the resources they have available, so it’s best to directly contact the college you are interested in to inquire about their specific supports and accommodations for students with disabilities in these programs. Examples of potential resources and accommodations could include disability services offices, note-taking assistance, accessible technology, peer mentoring groups, and alternative testing options.
14. Do students who graduate from dual language education programs at state colleges have higher employment opportunities compared to those who did not participate?
There is not enough research to definitively answer this question. However, some studies have shown that students who graduate from dual language education programs may have better job prospects, as they are often highly proficient in both English and another language. Additionally, they may possess valuable cultural competence and communication skills that can make them more competitive in the job market. However, factors such as the specific career path, individual job qualifications, and economic conditions can also play a significant role in employment opportunities for a student regardless of their educational background.
15. How do student outcomes compare between dual language education programs offered at various State Colleges within Maryland?
There is not enough information available to accurately compare student outcomes between dual language education programs at various State Colleges in Maryland. Factors such as program structure, resources, teacher qualifications and experience, and student demographics could impact the effectiveness of each program. Additionally, the evaluation criteria used to assess student outcomes may also differ between colleges.
16 What strategies do State Colleges use to promote multilingualism and multicultural understanding through dual language education programs?
1. Bilingual and Multicultural Curriculum: State colleges implement a curriculum that incorporates both bilingual education and multicultural studies. This allows students to build language skills while also learning about different cultures and perspectives. Examples of courses offered may include Spanish literature, Native American history, or Asian-American studies.
2. Native Speakers and Culturally Diverse Staff: State colleges prioritize hiring faculty and staff who are native speakers of the target languages or come from diverse cultural backgrounds. These individuals can serve as role models for students and bring a unique perspective to the classroom.
3. Language Immersion Programs: Some state colleges offer immersion programs where classes are taught entirely in the target language. This helps students to become fully immersed in the language and culture, further strengthening their learning experience.
4. Study Abroad Opportunities: Many state colleges have partnerships with universities around the world, allowing students to study abroad and immerse themselves in different cultures. This provides an invaluable opportunity for students to practice their language skills in real-life situations.
5. Cultural Events and Activities: State colleges organize various cultural events and activities throughout the year, such as international festivals, guest speaker lectures, or film screenings showcasing different languages and cultures. These events help promote multilingualism and multicultural understanding among both students and the wider community.
6. Dual Language Programs: State colleges may offer dual-language programs where classes are taught in both English and another target language. This allows students from different linguistic backgrounds to learn together and develop mutual respect for each other’s cultures.
7. Community Outreach Programs: State colleges collaborate with local schools, organizations, and businesses to reach out to diverse communities. This includes offering language classes or cultural enrichment programs for children or adults who may not have access to formal education.
8. Online Language Learning Resources: Many state colleges provide online resources such as virtual libraries, online courses, or language learning apps to support students’ studies outside the classroom.
9. Scholarships for Language Study: To encourage students to pursue language study, state colleges may offer scholarships and grants specifically for language education programs. This helps make language learning accessible to a wider range of students.
10. Promoting Inclusivity: State colleges promote a culture of inclusivity by organizing diversity and inclusion workshops, training programs, and awareness campaigns that celebrate and respect the different languages and cultures represented in their student body.
17 Are there any ongoing research studies evaluating the effectiveness of dual language education programs offered at State Colleges within Maryland?
At this time, there are no ongoing research studies specifically evaluating the effectiveness of dual language education programs offered at State Colleges in Maryland. However, there are some ongoing studies related to dual language education and related topics in Maryland that may have implications for State College programs. Some examples include:
1) A study by the Maryland Department of Education and the National Foreign Language Center at the University of Maryland has been exploring the impact of bilingual education on academic achievement among English Language Learners (ELLs) in Maryland public schools.
2) The Center for Research on Interpersonal Violence at the University of New Hampshire is conducting a longitudinal study examining how school-wide social-emotional learning initiatives can support language minority students’ academic and social-emotional outcomes, including those enrolled in dual language programs.
3) The Applied Linguistics Program at Georgetown University is conducting a study examining how ELLs perform on state content assessments, including educational progress for ELLs enrolled in Dual Language Immersion programs across different grade levels.
It is worth noting that while these studies may not directly address language programs offered at State Colleges, they offer valuable insights into aspects such as second-language acquisition, student achievement outcomes, and program implementation strategies that can inform and guide future research on dual language education within higher education settings.
18. Are dual language education programs at State Colleges in Maryland open to all students, regardless of their home language background?
Yes, dual language education programs at State Colleges in Maryland are open to all students regardless of their home language background. These programs are intended to provide language learning opportunities for all students, including those who come from monolingual backgrounds. State Colleges in Maryland do not have any specific requirements or restrictions based on the student’s home language or cultural background for enrollment in these programs. However, some programs may give preference to students who already have some proficiency in the target language.
19. How do state colleges handle challenges and barriers related to the implementation of Dual Language Education Programs?
State colleges typically handle challenges and barriers related to the implementation of Dual Language Education Programs in a variety of ways. Some common strategies include:
1. Collaborating with local school districts: State colleges often work closely with local school districts to identify and address any potential challenges or barriers to implementing Dual Language Education Programs. This collaboration can involve joint planning meetings, sharing resources and best practices, and providing ongoing support to schools.
2. Providing professional development: State colleges may offer professional development opportunities for teachers, administrators, and other education professionals involved in Dual Language Education Programs. These trainings can focus on topics such as curriculum development, assessment strategies, instructional techniques, and cultural sensitivity.
3. Conducting research: Many state colleges have active research programs focused on Dual Language Education Programs. Through this research, they can identify effective practices, evaluate program outcomes, and develop solutions for specific challenges.
4. Offering technical assistance: State colleges may provide technical assistance to local schools and districts that are struggling with the implementation of Dual Language Education Programs. This could involve one-on-one consultations or resource-sharing through online platforms or newsletters.
5. Advocating for funding and policy support: In many states, public funding is necessary for the successful implementation of Dual Language Education Programs. State colleges can advocate for increased funding at both the state and federal level to support these programs. They may also work with policymakers to develop policies that promote bilingual education.
6. Engaging with families and communities: Successful Dual Language Education Programs require strong partnerships between schools, families, and the broader community. Many state colleges work to engage families from linguistically diverse backgrounds by hosting informational sessions or workshops about bilingual education.
Overall, state colleges play a critical role in supporting the implementation of Dual Language Education Programs by providing guidance, resources, and advocacy at the state level.
20. What goals and priorities does Maryland have for the future development of Dual Language Education Programs in state colleges?
Maryland has established the following goals and priorities for the future development of Dual Language Education Programs in state colleges:
1. Increase access to dual language education: The state aims to increase the number of students who have access to dual language education programs in state colleges. This includes expanding program offerings, ensuring equitable distribution of these programs across schools, and providing support for English language learners (ELLs) to fully participate in these programs.
2. Improve program quality: Maryland seeks to improve the quality of dual language education programs by implementing evidence-based practices, promoting effective instruction, and providing professional development opportunities for teachers.
3. Expand program options: The state is committed to offering a variety of dual language education options, such as two-way immersion, one-way immersion, and transitional bilingual education, to meet the diverse needs and backgrounds of students.
4. Foster bilingualism and biliteracy: The primary goal of dual language education programs is for students to develop proficiency in both English and another language. Maryland aims to provide opportunities for students to develop linguistic skills in multiple languages through these programs.
5. Align with college readiness standards: Dual language education programs should align with the academic standards and college readiness expectations set by the state. This ensures that students are prepared academically for post-secondary education while also developing strong linguistic skills.
6. Promote cultural competence: Multicultural education is an essential component of dual language education programs. Maryland values diversity and seeks to promote cultural competence among students through exposure to different cultures and identities within these programs.
7. Support collaborative partnerships: The state encourages collaboration between schools, districts, and community organizations in the implementation and expansion of dual language education programs.
8. Address equity issues: Maryland recognizes the need for equity in access to dual language education programs and seeks to address any disparities that may exist based on race, ethnicity, income level or other factors.
9. Monitor student outcomes: To ensure effectiveness, the state will continuously monitor and evaluate student outcomes in dual language education programs, including academic achievement, linguistic proficiency, and graduation rates.
10. Continuously improve and expand programs: Maryland is committed to continuous improvement and expansion of dual language education programs based on best practices and research. This includes seeking feedback from stakeholders and making adjustments as needed to meet the needs of students.