Research shows that many different types of students can be successful in dual language programs. In Washington, multilingual/English learners and American Indian/Alaska Native students are prioritized for at least half of the seats in dual language education to prevent opportunity gaps and encourage students to fully develop their first or heritage language. English speaking students also benefit greatly from dual language education, including students from historically underserved groups. Students with learning disabilities and other special needs can also be successful in dual language with appropriate supports.

Research shows that dual language education is highly effective! Students who have participated in dual language score above average on English reading tests for both native English-speaking students as well as multilingual learners. They also perform well in other academic content areas.

>> Review how the English Learners' Long-Term Achievement on Standardized Tests in English Reading Compares Across 7 ELD Program Models.

It is important to remember that these results come from staying in the program for at least six or more years and ideally through high school. Families who choose to be in dual language should make a commitment to keep their child in the program through high school to reap the full benefits of becoming bilingual and biliterate.

Knowing more than one language has many benefits including stronger brain development, higher academic achievement, increased job opportunities, and positive and respectful attitudes towards different languages and cultures.

Some of the benefits of bilingualism are:

• Intellectual: Studies show that bilingual children have greater mental flexibility and cognitive skills not only in language but also in math and other subjects.
• Educational: Multilingual students who learn English and continue to develop their home language do better in school than those who learn in English-only classrooms. Both multilingual/English learners and English speakers have higher academic achievement in dual language than in English-only classrooms.
• Personal: Children who are learning more than one language have a stronger sense of identity and value their own and others’ cultures.
• Social: Children in dual language programs develop greater understanding of global and social issues as well as valuing different perspectives.
• Economic: The demand for bilingual employees throughout the world continues to increase. The ability to speak, read, and write two or more languages is a great advantage in the job market.

As dual language students reach the high school level, most will be able to qualify for the Washington State Seal of Biliteracy. This honor is recognized at graduation and goes on their transcript to demonstrate their bilingual and biliterate abilities to colleges and future employers.

Family involvement is a key factor in dual language education. Whether you speak multiple languages or only one, you can contribute positively to your child’s success and the success of the program.

Here are ways that you can support and be involved in dual language:

• Locate dual language programs in your area.
• If your child enrolls in a dual language school, learn about how the model works and what students will be learning in each language.
• Attend school events and learn a few words or phrases in the other language so you can interact with other families.
• Ask your child about their learning but don’t expect them to use the other language with you at home. Using your own language at home provides the best model and cognitive development for your child.
• Volunteer or get involved in the classroom or the school. Your child will see that you value their education and efforts to become bilingual.
• Encourage your child to stay in the program even when it feels challenging. Remember that it takes many years to learn another language, especially as children are still developing their first language.

In order for students to be eligible for participation in the Dual Language program, students must:

1. Be a first-time kindergarten student, who has not been enrolled or attended public or private kindergarten; and
2. Reside in Richland school district boundary for the duration of their program participation.

Washington Office of Superintendent of Public Instruction (OSPI) has a webpage with information about Dual Language. Please visit Dual Language Education: What Families Need to Know to learn more.