Critical Components for Dual Language Programs

Abstract As parents, teachers, administrators, and professors involved in bilingual education and teacher-training, the issues we face when considering dual language programs for our schools are of incredible importance. To the untrained, they are issues too easily missed in the early stages of establishing a dual language bilingual program. In many cases, programs are initiated by well-intentioned practitioners and administrators too quickly, without many of the key components identified here that are ideal for success. Though the needs of any successful program reflect the community and school specifically, this article addresses several key components that are critical to success in dual language programs; these include: (a) definition of the model to be used; (b) a gradual phase-in of the program; (c) development of instruction that reflects the population in the classroom; (d) quality materials in each language of instruction; (e) teachers committed to attaining bilingual education training; (f) dedicated administrators with a clear understanding of research as well as community needs; and (g) definition of the role of elicited response. This article offers insight to school administrators, teachers, and parents interested in beginning or improving dual language or two-way bilingual programs in their communities.