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Dual Language Program
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The Dual Language program began during the 2001-2002 school year, with 30 students; 15 native English speakers and 15 native Spanish speakers. The program was started in 2001 in an effort to find the most effective research-based model for instructing our burgeoning numbers of non-English speaking students, mostly Hispanic. The model serves 50% native English-speaking students and 50% native Spanish-speaking students in kindergarten through fifth grade, and will continue into middle school for those students who go on to Lee Middle School. The students spend part of their day learning in English and part of their day learning in Spanish using the MCPS curriculum guides. The goal of the program is for all students to develop bi-literacy, an appreciation of multiculturalism, and to provide them with a rigorous academic program.
The goals of the Dual Language Program are:
- Foster bi-literacy and bilingualism in English and Spanish
- Provide a rigorous academic program
- Promote an appreciation for multiculturalism
How does it work?
Students are taught by a team of two teachers, one who teaches primarily in Spanish and one who teaches primarily in English. Students move between the two teachers in order to receive instruction in Spanish and English throughout the day.
- Kindergarten: during literacy instruction, students are taught in their dominant language
- First Grade: During literacy instruction, students are taught in their dominant language until they reach fluency. At that point, students receive literacy instruction in both languages.
- Second to Fifth Grade: Students receive literacy instruction in both languages.
In kindergarten, we have two classes. Ms. Lambert and Ms. Salazar team to teach one dual language class and Ms. Sullenger and Ms. Ramos team to teach the other dual language class. During the literacy block, the students remain in their primary language. Spanish and English students are mixed during the math block. Sample Kindergarten progress report for the Dual Language Program (PDF).
In first grade, Ms. Vasolotti and Mr. Mahler team to teach one dual language class. The students receive literacy instruction in their primary language until they reach the grade level goal of 16. At that point, the students begin to receive literacy instruction in the second language. For the math block, the Spanish and English students are mixed together and the students receive alternate days of instruction in Spanish and English. Sample progress report for the Dual Language Program, grades 1-5 (PDF).
In second grade, all of the dual language students are equally divided into three different classrooms where the teacher speaks English. The English-speaking teachers are: Ms. Geanaros, Ms. Manning, and Ms. Dougherty. There is also a Spanish-speaking teacher, Ms. Zamora, who takes five dual language students from each of the three English-speaking classrooms every other day for a three hour literacy block each afternoon. Fifteen dual language students receive Spanish literacy instruction on “A” day and the other fifteen dual language students receive Spanish literacy instruction on “B” day. Ms. Zamora also goes into each classroom every morning for math instruction in Spanish.
In third grade, the model is similar to second grade. Ms. Samanes, the Spanish-speaking teacher, takes five students from each of the English-speaking classrooms every other day for a two hour literacy block each morning. The English-speaking teachers are: Ms. Doane, Ms. Kaltreider, and Ms. Taylor. Like second grade 15 students receive Spanish instruction from Ms. Samanes on “A” day and 15 students receive Spanish instruction on “B” day. Unlike second grade, the students do not receive Spanish instruction during the math block.
In fourth grade and fifth grade, students in the dual language program alternate days learning in English and Spanish. They are taught their literacy block in English one day by the English-speaking teachers, Ms. Yannes or Ms. Parson, and the next day in Spanish by the Spanish-speaking teachers, Ms. Samanes or Ms. Thomas. The students do not receive Spanish instruction during the math block.
This blue/yellow color-coding technique is used in all of our dual language classrooms. Students are able to identify English and Spanish in print around the classroom, during instruction, and to find materials around the classroom in each language. Below are some examples of how these colors are used in the classrooms.
This is an example of the 2nd grade classroom's math word wall which is color-coded.
This is an example of the Kindergarten classroom where work completed in English is in blue and work completed in Spanish is yellow.
This is an example of how materials are color-coded for quick identification.
How can my child participate?
Participation in the dual language program is limited to those in the attendance area of Kemp Mill Elementary School. A lottery is used to determine which students will be in the dual language kindergarten classes. Siblings of current Dual Language students receive priority. If there is more interest than spaces, a waitlist is created. In the event space becomes available, families of waitlisted students will be contacted.
Questions?
Contact Alison Jefferson, Dual Language Coordinator with any questions.