Dual Language

The Dual Language program is specially designed to meet the learning needs of all students, and to help them develop high levels of proficiency in two languages. Classes are integrated with speakers of both languages, and students receive daily instruction in both languages—some subjects in their first language, and others in their second language.  This helps to facilitate all students’ development of cognitive skills, core academic knowledge, biliteracy skills, as well as multicultural competence.
Evaluation of North Carolina Educational Programs for English Language Learners

North Carolina Department of Public Instruction staff is collaborating with internationally renowned researchers, Dr. Wayne Thomas and Dr. Virginia Collier to conduct a multi-year study of the performance of English Language Learners (ELLs) in our schools. Their five-stage analysis begins with a needs assessment of academic achievement gaps between ELLs and native English-speaking students. This “Thomas-Collier Test of Equal Educational Opportunity” examines the impact of local programs on all student groups, including the extent to which achievement gaps are closed over time. As this study continues, and LEP program types are clearly implemented with fidelity, educators and policy-makers will be better informed to make decisions about instructional programs.

Year 1 Findings

Thomas-Collier Test of Equal Educational Opportunity

Achievement gaps between ELLs (and Language Minority students who are not
or no longer LEP) and non-ELLs persist throughout all grades.

Most dual language programs in North Carolina adhere to an established framework and are implemented with integrity, thereby providing one LEP program for analysis.

Dual language instruction is favored across all groups and situations.
Effect sizes are consistent with other large-scale research studies.
Dual language programs appear to substantially raise test scores of ELLs and African American students.

Year 2 Findings

Overall, Reading and Math scores of students in two-way dual language education are higher for all students regardless of race/ethnicity, socioeconomic, LEP or special education status. In most cases, by middle school, two-way dual language students, regardless of subgroup, are scoring as high in Reading and Math achievement as non-dual language students at least a grade ahead of them