Dual Language Immersion » FAQs


What is the Dual Immersion program LUSD is offering?

It is a program where Native English speakers and Spanish speakers from kindergarten through secondary are expected to acquire strong reading and writing skills in Spanish and English. Students are expected to have strong academic proficiency in the core academic content area. Students will be able to demonstrate positive cross-cultural attitudes and behaviors, and high levels of self-esteem. The goal is that Dual Language Immersion students will earn the Seal of Biliteracy on their diploma and are better prepared for the 21st century

What is the difference between a 90:10 and a 50:50 model?

The first number refers to the amount of instructional time initially spent for instruction in the target or non-English language in kindergarten. The second number refers to English. In a 90:10 model the amount of the target language decreases yearly as English increases until there is a 50:50 balance of the languages generally in grades four through six. A 50:50 model uses English and the target language for 50 percent of the time throughout the duration of the program. 

Which model is more effective - 50:50 or 90:10?

Regardless of the model implemented, both models have been found to effectively achieve the goals of bilingualism; however, the 90:10 model has been shown to create higher levels of bilingualism. For specific research studies, consult the Center for Applied Linguistics  FAQs. 

Why did Lynwood choose 90:10 over 50:50?

This program option ensures faithful immersion in the target language (Spanish) for all students, but especially for Native English speakers, who have limited access to the target language once they leave school premises.

What are the criteria for students to be in a two-way bilingual immersion program?

There is no criteria to be in a two-way bilingual immersion program.  Parents must only choose that option when enrolling their student in Kindergarten.  It is, however, important to know that space is limited.  In order to ensure that students have appropriate role models, classes are constructed with a balance of English Only speakers and Spanish speaking English Learners.  Students may be placed on a waitlist based on numbers of students enrolled from each category.

Should students enter a two-way bilingual immersion program after first grade?

Usually, two-way programs do not accept English-only speakers after first grade and English learners after second grade. Bilingual and bi-literate students identified by assessment can enter the program at any time, as long as there is room, the balanced is maintained, and the grade is available. 

How is a two-way bilingual immersion program integrated with other programs at a school site?

The two-way program should not be viewed as a separate program. The school develops a common vision of equity for all students that values the student's language and culture. The same standards-based curriculum is taught in the two-way bilingual immersion program that is taught in other school programs. Staff development is provided for all staff so that the philosophy and program goals are shared.

Do English learners get enough English instruction in a 90:10 model?

English time must be carefully defined and implemented. High-quality curriculum and instruction are essential. Research shows that when programs are fully implemented according to the program design, English learners in 90:10 models score as well as or better than their peers in other programs in English tests. (Lindholm-Leary, (2001) Dual Language Education, Multilingual Matters LTD)

How can students who speak only English learn when they are instructed for up to 90 percent of the day in a language they don't understand?

Understanding or reviewing the research on which these programs are based best answers this question. Two-way immersion programs are based on years of research from the foreign language immersion models in Canada designed for English speakers learning French. This model, in which English-speaking students have been instructed in French for up to 100 percent of their day, shows students perform as well as or better on tests of English than their English-speaking peers who have been instructed only in English. For more information on immersion programs, visit the Center for Advanced Research on Language Acquisition .

Will learning two languages confuse a child or slow academic progress?

Research has shown that young children have the capacity to learn multiple languages and have demonstrated stronger cognitive abilities as a result (Hakuta, 1990). According to a study by Peal and Lambert, “bilinguals have greater mental flexibility, greater abstract thinking, greater lexical independence, superior concept formulation and higher verbal IQ than monolinguals.”

Why is it better for a child to learn a language at the elementary level? 

Research has found that it takes five to seven years to become proficient in a second language. Children tend to develop a more native-like pronunciation when language learning begins before adolescence (Krashen, et al, 1982). Children studying a foreign language have an improved self-concept and sense of achievement in school (Caine & Caine, 1997).

Will students in the immersion classroom learn the same things as in a general education classroom?

The Dual Language Immersion program bases the curriculum on the California Common Core Standards.  

Is there a cost to the program?

The Dual Immersion program is part of a public school district. Therefore, there is no cost.

How do I enroll my student?

  • Outside Lynwood Unified School District

Request an Interdistrict Transfer from your district of residence. Once the form is approved, bring the approved form to the Lynwood Unified School District Office. Obtain a Kindergarten registration packet, including a Dual Immersion Program Request Form. Complete and return the packet, including your Dual Immersion Program Request Form to Will Rogers Elementary School.

  • Within the Will Rogers Elementary School Attendance Area

Obtain the Kindergarten registration packet and the Dual Immersion Program Request Form. Complete and return the kindergarten registration packet, original birth certificate, immunization records, and proof of residency (utility bill) to Will Rogers Elementary School. Make sure the Dual Immersion Program Request Form is included.

  • Within Lynwood School District Attendance Area

Obtain from your school site the Kindergarten registration packet. This will include a Dual Immersion Program Request Form. When completed, return the kindergarten registration packet, with Dual Immersion Program Request  Form, original birth certificate, immunization records, and proof of residency (utility bill) to Will Rogers Elementary School.