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

As of the 2020-2021 school year, there are 54 elementary schools in Ohio that offer Dual Language Education Programs. These programs are primarily found in urban areas such as Cleveland, Cincinnati, and Columbus, with a few programs also available in suburban districts.

2. How many languages are offered in these programs?

The most commonly offered languages in Ohio’s Dual Language Education Programs are Spanish, Mandarin Chinese, and Arabic. However, there are also programs that offer French, German, Russian, Japanese, and Vietnamese.

3. Are there any state-sponsored initiatives or policies supporting Dual Language Education Programs?

Ohio does not have any state-sponsored initiatives or policies specifically supporting Dual Language Education Programs. However, the Ohio Department of Education offers resources and guidelines for implementing dual language instruction in schools.

4. Are there any efforts to expand or increase access to Dual Language Education Programs in Ohio?

There is no statewide effort to expand Dual Language Education Programs in Ohio at this time. However, some individual school districts may be working towards implementing new programs or expanding existing ones.

5. What challenges do Dual Language Education Programs face in Ohio?

One major challenge facing Dual Language Education Programs in Ohio is limited funding and resources. Many schools struggle to find qualified bilingual teachers and secure necessary materials for these programs. Additionally, there may be resistance from some community members who do not see the value or benefit of bilingual education.

Other challenges include ensuring equitable access to these programs for all students and addressing potential cultural differences within the classroom. There may also be logistical challenges associated with recruiting and enrolling students from diverse backgrounds into dual language programs.

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

According to the Ohio Department of Education’s Dual Language Education Programs webpage, there are currently 174 elementary schools in Ohio that offer bilingual or dual language programs.

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

According to the Ohio Department of Education, the most commonly offered languages in Dual Language Education Programs in elementary schools are Spanish and Chinese. Other languages that may be offered include French, Italian, German, Japanese, Arabic, and American Sign Language (ASL). The availability of specific languages may vary depending on the school or district.

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

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

1. Bilingualism and Biliteracy: These programs provide students with the opportunity to become bilingual and biliterate in two languages. This skill set is highly valued in today’s globalized world and can open up many career opportunities for students.

2. Improved Academic Performance: Research has consistently shown that students in dual language programs have higher academic achievement compared to their monolingual peers. Learning a second language has been linked to improved critical thinking skills, problem-solving abilities, and overall cognitive development.

3. Cross-cultural Competence: By being immersed in a bilingual environment, students develop a deep understanding and appreciation for different cultures, which promotes empathy, tolerance, and cultural competence.

4. Greater Economic Opportunities: In Ohio’s increasingly diverse job market, knowledge of a second language is viewed as an asset by employers. Dual language education provides students with the skills needed to communicate and work effectively with people from different linguistic backgrounds.

5. Closing the Achievement Gap: Dual language programs have been shown to be effective in reducing the achievement gap between English learners and their native English-speaking peers. By providing language support for English learners, these programs promote academic success for all students.

6. Enhanced Cognitive Skills: Learning a second language has been found to improve memory, attention span, creativity, and abstract thinking – all of which are crucial skills for academic success.

7. Preservation of Heritage Language: For students whose first language may not be English but is spoken at home, dual language education offers an opportunity to maintain their heritage language while also becoming proficient in English.

8. Increased Parental Involvement: Dual language education programs often involve parents or guardians as active partners in their child’s education journey by providing opportunities for them to learn alongside their child or participate in cultural events.

9. Global Awareness: With dual language education, students gain a deeper understanding of global issues and international perspectives. This prepares them to be active and engaged global citizens in the future.

10. Bridge Building: Dual language education programs not only benefit students but also serve as a way to bridge diverse communities by promoting cross-cultural understanding and communication among families from different linguistic backgrounds.

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

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

1. Obtaining approval from the Ohio Department of Education (ODE): Schools must first obtain approval from the ODE before implementing a Dual Language Education Program.

2. Offering instruction in both English and another language: The program must provide instruction in both English and a second language, with equal amounts of time dedicated to each language.

3. Following state curriculum standards: Instruction in the program must align with Ohio’s state curriculum content standards for all subject areas.

4. Recruiting qualified bilingual teachers: Schools must have certified bilingual teachers who are proficient in both English and the second language to teach in the program.

5. Providing necessary resources and materials: The school must have appropriate resources and materials available to support instruction in both languages.

6. Implementing an entrance/exit criteria: The program should have clear guidelines for admitting students into the program (i.e., language proficiency levels) and exiting them when they reach proficiency goals.

7. Developing a language proficiency plan: Schools must have a plan for assessing students’ language proficiency levels throughout their participation in the program.

8. Encouraging active parent involvement: Parents should be encouraged to actively participate and support their child’s progress in the dual-language program.

9. Creating a culturally responsive environment: Dual Language Education Programs should promote cultural understanding, respect, and appreciation among all students.

10. Providing ongoing professional development: Teachers should receive ongoing professional development opportunities to enhance their skills in instructing students using dual-language strategies.

For more detailed information on these requirements, schools can refer to the Ohio Department of Education’s Guidelines for Implementing Dual Language Education Programs at https://education.ohio.gov/getattachment/Topics/Other-Resources/Multilingual-Education/Joint-Guidelines-for-Dual-Language-Education/Dual-Language-Guidelines.aspx?lang=en-OH.

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

In Ohio, teachers are trained through a combination of college coursework, professional development, and on-the-job experience to teach in a Dual Language Education Program setting. In order to become certified to teach in a dual language program, teachers must have a valid teaching license in the state of Ohio and complete additional coursework in the specific target language they will be teaching. This may include courses in linguistics, cultural studies, and language instruction methodology.

Teachers may also participate in professional development opportunities such as workshops or conferences focused on dual language education. These opportunities provide teachers with strategies and resources for effectively teaching content in two languages, as well as developing cultural competency and promoting equity and inclusion in the classroom.

On the job experience is another important aspect of teacher training for dual language education programs. Teachers work closely with their colleagues and school leadership to develop and implement curriculum, assessments, and instructional practices that align with program goals. They also collaborate with other educators across grade levels to ensure continuity of instruction and support multilingual students’ academic progress.

The Ohio Department of Education offers resources and support for teachers through their English Learners webpage, including guidance documents and training modules specifically designed for educators working in a dual language setting. Additionally, schools may choose to partner with organizations such as the Ohio Association for Bilingual Education or local universities to provide ongoing support and training for teachers.

Overall, Ohio aims to provide comprehensive training for teachers working in Dual Language Education Programs so they can create engaging learning environments that promote biliteracy and bilingualism while meeting academic standards.

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

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

1. Ohio Title III Support: The Ohio Department of Education offers Title III funding to schools with high populations of English language learners (ELLs) to support programs that promote English language proficiency and academic achievement for these students.

2. Ohio Seal of Biliteracy: This program recognizes high school graduates who demonstrate proficiency in both English and at least one other language by awarding them a special seal on their diploma. This can provide additional incentive for schools to implement dual language programs.

3. Foreign Language Assistance Program (FLAP): FLAP is a federally funded program that provides competitive grants to develop, expand, or enhance foreign language education programs in K-12 schools with significant populations of ELLs.

4. Partnership Grants: The Ohio Department of Education also offers partnership grants for districts implementing dual language programs, which can help cover costs such as curriculum development, professional development for teachers, and instructional materials.

5. Dual Language Education Immersion Trainings: The Ohio Department of Education offers trainings and workshops for educators interested in implementing dual language programs, including webinars and conferences where best practices are shared.

6. Statewide Organizations: Some organizations in Ohio offer support and resources for schools interested in implementing dual language programs, such as the Ohio Association for Bilingual Education (OABE) and the Ohio TESOL association.

7. Collaboration with Local Universities: Some universities in Ohio have partnerships with local schools to support the implementation of dual language programs. These partnerships may include professional development opportunities for teachers or resources to help build curricula.

It is important to research and reach out to these resources when considering implementing a dual language program in an elementary school in Ohio to determine eligibility requirements and application processes.

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

The success of Dual Language Education (DLE) programs in Ohio elementary schools is typically measured and evaluated through a combination of qualitative and quantitative measures. These may include:

1. Proficiency on language proficiency assessments: DLE programs aim to help students become proficient in both English and the target language. Therefore, student performance on standardized language proficiency tests, such as the Ohio English Language Proficiency Assessment (OELPA), is often used as a measure of success.

2. Student academic achievement: DLE programs also strive to improve student academic achievement in all subject areas. Academic achievement can be measured through various forms of assessment, such as state standardized tests and classroom evaluations.

3. Parent and community satisfaction: The satisfaction of parents and the community with the DLE program can also be used as an indicator of its success. Surveys and feedback from families and community members can provide insight into their perceptions of the program.

4. Student retention rates: Another measure of success for DLE programs is how many students stay enrolled in the program over time. High retention rates indicate that students are engaged and finding value in the program.

5. Graduation rates: In schools where DLE programs continue through middle or high school, graduation rates can be used to assess the long-term impact of the program on students’ academic progress.

6. Qualitative data and observations: In addition to quantitative measures, qualitative data such as classroom observations, student work samples, teacher interviews, and focus groups can provide insights into the effectiveness of DLE programs.

7. Program evaluation by outside experts: Some schools may choose to have their DLE program evaluated by an outside expert or organization to gain an unbiased perspective on its strengths and areas for improvement.

Ultimately, each school may have its own set of criteria for measuring and evaluating the success of its DLE program based on their unique goals and objectives for implementing it.

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

Yes, there are some limitations and challenges that may be faced by Dual Language Education Programs at the elementary school level, including:

1. Lack of Qualified Teachers: One major challenge is finding and retaining qualified teachers who are proficient in both languages and trained in dual language education methods. This can be especially difficult in areas with a limited pool of bilingual educators.

2. Imbalance in Language Proficiency: Dual Language Education Programs aim to promote bilingualism and biliteracy, but sometimes students may have imbalances in their proficiency levels between the two languages. This can create challenges for both the student and the teacher, as they try to balance instruction and ensure equal progress in both languages.

3. Limited Resources: Another challenge is the lack of resources, such as textbooks, materials, and technology, that support instruction in two languages. Schools may also face budget constraints when it comes to hiring additional staff or providing professional development opportunities for teachers.

4. Limited Parental Involvement: For these programs to be successful, it’s important for parents to support their child’s learning and maintain consistent use of both languages at home. However, not all parents may have proficiency in both languages or understand the benefits of dual language education.

5. Social Stigma: In some cases, dual language programs may face stigma or resistance from those who view English as the dominant language and see other languages as secondary. This can create challenges for students who may feel self-conscious about speaking another language or struggle with identity issues.

6. Curriculum Alignment: It can be challenging to align curriculum requirements with state standards while also meeting the unique goals of a dual language program. Extra effort is needed to ensure that students are meeting academic expectations in both languages.

7. Maintaining Balance Between Languages: It’s crucial for schools to maintain a balance between instruction in each language so that students continue to develop fluency and literacy skills simultaneously in English and their second language.

8. Cultural Competence: Dual Language Education Programs aim to promote cultural competence and understanding, but this requires careful planning and implementation to ensure that all students feel included and respected in the classroom.

9. Limited Availability: Due to the various challenges and limitations mentioned above, Dual Language Education Programs may not be available in all school districts or at the elementary level, making it difficult for some students to access these programs.

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

The role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Ohio is crucial to the success of the program. Parents and families play a supportive and active role in their child’s education by promoting and reinforcing the use of both languages at home, attending parent-teacher conferences, and participating in school events and activities.

1. Encourage language development: Parents and families can support their child’s language development by regularly using their native language at home. This will help their child maintain strong language skills in their first language while also supporting their acquisition of a second language.

2. Reinforce learning at home: Parents and families can reinforce what their child is learning in the classroom by practicing vocabulary, reading books in both languages, or engaging in cultural activities related to the languages being learned.

3. Attend parent-teacher conferences: Parent-teacher conferences are essential for building a strong relationship between parents, teachers, and students. They provide an opportunity for parents to discuss their child’s progress, ask questions, and learn about ways to support their child’s academic success.

4. Participate in school events and activities: Schools often hold cultural events or celebrations to promote diversity and celebrate different cultures represented within the Dual Language Education Program. Parents and families are encouraged to attend these events to support their child’s cultural identity and appreciation for linguistic diversity.

5. Support homework completion: It is important for parents to help ensure that homework is completed on time as it reinforces what students have learned in class. This is also an opportunity for parents to monitor their child’s progress and communicate any concerns with the teacher.

6. Communicate with teachers: Maintaining open communication with teachers allows parents to stay up-to-date on their child’s progress, ask questions or express any concerns they may have about their child’s academic performance or well-being.

7. Help create a bilingual environment: Parents can work with teachers to create a bilingual environment at home. This can include displaying books in both languages, labeling household items in both languages, or using language-learning apps and games together.

8. Advocate for the program: Parents play a crucial role in advocating for the Dual Language Education Program by raising awareness and promoting its benefits within the school community.

9. Support cultural understanding: Dual Language Education Programs aim to promote cultural understanding and appreciation among students. Parents can support this by teaching their child about their own cultural heritage and exposing them to different cultures represented within the program.

10. Be actively involved: Finally, parents and families can be actively involved in their child’s education by volunteering at the school, joining parent-teacher associations, or participating in school committees focused on language education or diversity. This level of involvement helps create a supportive learning environment for all students in the program.

11. Is parent participation and involvement encouraged and supported within Dual Language Education Programs at the elementary school level?

Parent participation and involvement is highly encouraged and supported within Dual Language Education Programs at the elementary school level. In fact, parental involvement is considered a crucial component of these programs and is often a requirement for students to be enrolled in them.

Some ways that parent participation and involvement may be encouraged and supported within Dual Language Education Programs include:

1. Information sessions: Schools may host information sessions for parents to learn about the program, its goals, and the benefits of bilingualism.

2. Counseling: Schools may have counselors or staff dedicated to communicating with parents about their child’s progress in the program, any concerns they may have, and providing resources for families to support their child’s learning.

3. Parent-teacher conferences: Regular parent-teacher conferences are held to discuss students’ academic progress, as well as strategies for supporting their language development at home.

4. Volunteer opportunities: Schools may offer opportunities for parents to volunteer in classrooms, assist with special events or cultural activities, or participate in school committees focused on the dual language program.

5. Home-school partnerships: Many schools foster strong partnerships between teachers and parents through regular communication channels such as newsletters, email updates, or online platforms where parents can access class curriculum materials and resources.

6. Cultural events: Schools may organize cultural events or celebrations that involve families and showcase the diverse cultures represented within the dual language community.

7. Parent workshops: Workshops aimed at supporting families in understanding dual language education, promoting literacy at home, and facilitating language development may be offered by schools.

8. Parent support groups: Some schools may offer parent support groups where families can share experiences and seek advice from other bilingual families.

Overall, parent involvement is essential for the success of Dual Language Education Programs at the elementary school level as it helps reinforce academic progress while also promoting cultural diversity and understanding within the school community.

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

A traditional English-only program in Ohio typically follows a monolingual approach, where all instruction and curriculum is taught in English with little to no focus on other languages. Students are expected to learn the English language and academic subjects simultaneously.

On the other hand, a Dual Language Education Program (DLE) follows a bilingual and biliteracy approach, offering students instruction in both English and another language (usually Spanish). The curriculum is taught through both languages, with equal emphasis placed on developing proficiency in both. In Ohio, this model is often referred to as a Two-Way Immersion Program.

The main difference between the two programs is the integration of a second language in the DLE curriculum. In addition to learning academic subjects such as math, science, and social studies in both languages, students also develop literacy skills in their first language and gradually add skills in their second language as they progress through the program. This allows for a balanced development of linguistic abilities.

The Ohio Department of Education has established guidelines for DLE programs, requiring a minimum of 50% instructional time to be taught in each language. This ensures that students have adequate exposure to both languages and can develop proficiency.

Another key difference is the cultural component present in DLE programs. Cultural awareness and appreciation are integrated into the curriculum, promoting global citizenship and helping students understand different perspectives from diverse communities.

Overall, DLE programs offer a more comprehensive education that promotes bilingualism/biliteracy and intercultural competence while maintaining high academic standards.

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?

It is possible that students who participate in a Dual Language Education Program at an elementary school may have different academic outcomes compared to those who do not. Numerous research studies have shown that students in dual language programs tend to outperform their monolingual peers on standardized tests and demonstrate stronger overall academic achievement. This is likely due to the fact that students in dual language programs are able to develop strong language skills in both languages, as well as gain a deeper understanding of cultural diversity and develop critical thinking skills. Additionally, studies have also shown that dual language education can lead to improved cognitive and metalinguistic abilities, which can also contribute to better academic outcomes. However, there are many factors that can affect academic outcomes, and it is important to consider individual student and school differences when examining the overall impact of dual language programs on academic achievement.

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 Ohio?

There are several initiatives and policies in place in Ohio that encourage diversity and cultural understanding within Dual Language Education Programs at the elementary school level. Some of these initiatives include:

1. Ohio’s Seal of Biliteracy: The Ohio State Board of Education established the Seal of Biliteracy to recognize students who have attained a high level of proficiency in one or more languages in addition to English. This program promotes linguistic diversity and encourages students to develop proficiency in multiple languages, including those studied in dual language programs.

2. English Learner (EL) Services: The Ohio Department of Education provides resources and support for school districts to effectively educate English Learners, including those enrolled in dual language programs. These services aim to promote cultural understanding and ensure that all students receive equitable access to quality education.

3. Culturally Responsive Teaching: The Ohio Department of Education has developed a framework for culturally responsive teaching that aims to create an inclusive and affirming learning environment for all students, regardless of their background or culture. This approach is particularly relevant for dual language programs where students come from diverse linguistic and cultural backgrounds.

4. Partnership with Minority-Serving Institutions: The Ohio Department of Education has initiated partnerships with Minority-Serving Institutions (MSIs), such as Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs). These partnerships promote collaboration between MSIs and school districts to advance diversity, equity, and inclusion efforts in education.

5. Professional Development for Educators: The Ohio Department of Education offers various professional development opportunities for educators working with diverse student populations, including those enrolled in dual language programs. These trainings focus on promoting cultural competence, developing strategies for working with English Learners, and creating culturally responsive classrooms.

6. Local Initiatives: Many local school districts across Ohio have also implemented initiatives to promote diversity and cultural understanding within their dual language programs. For example, some districts offer heritage language classes, cultural exchanges, and celebrations of diverse cultures to encourage students to embrace their own heritage and learn about others.

Overall, Ohio is committed to promoting diversity and cultural understanding within its Dual Language Education Programs at the elementary school level. The state continues to implement policies and initiatives that support inclusive and equitable learning environments for all students, including those enrolled in dual language programs.

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

It is possible for children with cognitive or learning disabilities to have access to Dual Language Education Programs at the elementary school level in Ohio, but it may depend on the individual student’s needs and abilities. Some schools may have accommodations or support services in place to help these students participate fully in the program, while others may not have the resources or capacity to do so. It is important for parents and guardians of students with disabilities to inquire with their child’s school about their specific needs and whether a Dual Language Education Program would be suitable for them.

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 Ohio?

1. Create a Multicultural Classroom Environment: Incorporate symbols, posters, and materials that represent both English and non-English cultures in your classroom. This will help students feel more comfortable and included in the learning environment.

2. Use Dual Language Resources: Utilize bilingual books, digital tools, and other resources to support language development for both English-dominant and non-English dominant students.

3. Encourage Peer Collaboration: Pair English-dominant and non-English dominant students together for group work or activities. This will allow them to learn from each other and practice their respective languages.

4. Incorporate Hands-On Activities: Use hands-on activities like role-playing, art projects, or games to engage all students regardless of their language proficiency level.

5. Provide Language Support: Have visual aids such as word walls with translations displayed in the classroom to assist non-English dominant students with key vocabulary words.

6. Use Differentiated Instruction: Adapt instruction to meet the needs of both English-dominant and non-English dominant students. Allow for different entry points for assignments and provide additional resources for struggling learners.

7. Engage Families: Invite families to participate in cultural events or volunteer opportunities at the school to promote a sense of community and involvement in their child’s education.

8. Acknowledge Cultural Holidays: Celebrate holidays from various cultures throughout the year to promote understanding and acceptance among all students.

9. Foster a Positive Attitude towards Language Learning: Be encouraging towards language acquisition by celebrating progress and providing positive feedback on student’s efforts to communicate in both languages.

10. Professional Development: Ensure that all educators working in a dual-language education setting are trained in language learning strategies, culturally responsive teaching methods, and understand how best to support both English-dominant and non-English dominant students in the classroom.

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

Ohio’s elementary school Dual Language Education Programs (DLEPs) are designed to promote cross-cultural awareness and sensitivity among students, regardless of their cultural background or language proficiency. The incorporation of cultural education is a key component of DLEPs, as these programs aim to not only develop students’ linguistic skills but also increase their understanding and appreciation for different cultures.

Here are some ways in which DLEPs in Ohio incorporate cultural awareness and sensitivity within classroom instruction:

1. Bilingual and bicultural instruction: In a DLEP classroom, students receive instruction in both English and a target second language. This approach encourages the incorporation of diverse cultural perspectives and promotes understanding of different traditions, histories, and customs.

2. Culturally responsive materials: DLEP teachers use culturally responsive materials that reflect the diversity of their classroom and community. These materials may include books, music, art, and games from various cultures to help students see themselves represented in the curriculum.

3. Cultural celebrations: DLEPs often incorporate celebrations of important cultural holidays or traditions as part of their curriculum to help students recognize and appreciate the diversity within their classroom.

4. Collaborative learning: Students in DLEPs work together in multicultural groups to complete assignments or projects. This collaboration fosters an appreciation for diversity among students as they learn from each other’s unique experiences and perspectives.

5. Cross-cultural exchange opportunities: Some DLEPs organize opportunities for students to interact with native speakers of the target language through field trips, guest speakers, or pen pal programs. These interactions allow them to learn firsthand about different cultures while improving their language skills.

6. Classroom discussions: Teachers encourage open discussions about topics related to culture and diversity within the classroom setting. These discussions promote empathy, respect for other cultures and encourage students to challenge any stereotypes they may hold.

7. Diversity training for teachers: Many Ohio districts provide professional development opportunities for DLEP teachers on how to effectively incorporate cultural awareness and sensitivity into their instruction. This training enables teachers to create inclusive and supportive classroom environments for students from diverse backgrounds.

Through these approaches, DLEPs in Ohio promote a culturally inclusive learning environment that encourages students to embrace diversity and become global citizens.

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

Yes, some high schools in Ohio offer credits through their World Language Department for students who have completed a Dual Language Education Program at the elementary school level. However, this varies by school district, so it would be best to check with your specific high school for their policies on granting credits for prior language learning.

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 Ohio?

There is limited research and data on the long-term benefits of Dual Language Education Programs specifically for students who started at the elementary school level in Ohio. However, many studies have examined the impact of dual language education programs on students in other states and countries.

One study conducted in Texas showed that students who participated in a dual language education program from kindergarten through fifth grade had higher academic achievement, language proficiency, and cognitive flexibility compared to their monolingual peers (Thomas & Collier, 2003).

Another study that looked at the outcomes of students who participated in a Spanish-English dual language immersion program from kindergarten through eighth grade in California found that these students had better academic achievement and higher levels of biliteracy compared to their peers in traditional English-only programs (Lindholm-Leary et al., 2011).

In addition, a longitudinal study conducted by Center for Research on Education, Diversity & Excellence (CREDE) followed Hispanic students who participated in bilingual education programs over a period of five years. The results showed that students who were enrolled in dual language education programs made significant gains in English reading and math skills over time compared to their peers who were placed in English-only programs (Genesee et al., 2006).

While there is limited research specifically on the long-term benefits of Dual Language Education Programs for elementary school students in Ohio, these studies suggest that participation in such programs can have significant positive effects on academic achievement, language proficiency, and cognitive abilities.

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

Ohio is a leader in the implementation of Dual Language Education Programs at the elementary school level, with several successful programs throughout the state. According to data from the National Dual Language Education Consortium, Ohio has one of the highest percentages of elementary schools offering Dual Language Programs (17%) when compared to other states. Additionally, Ohio’s English learners who participate in Dual Language programs have higher academic achievement and English language proficiency rates compared to their peers in traditional programs.

However, there is still room for improvement and growth in Ohio’s dual language education efforts. Some states, such as Florida and California, have a larger percentage of elementary schools offering Dual Language Programs (27% and 23%, respectively).

Overall, while Ohio is among the top states in terms of implementing and seeing success with Dual Language Education Programs at the elementary school level, there are other states that have been more successful in terms of widespread implementation.