Dual Language

Elementary dual language programs follow a two-way immersion model; classrooms are comprised of balanced numbers of English Learners and native English speakers and include students who enter school with bilingual skills.

Elementary dual language programs adhere to an 80/20 language allocation model. Most instruction is in Spanish in the primary grades gradually increasing to 50% of instruction in English and 50% in Spanish by Grade 4. Students are expected to actively use the language of instruction and are grouped in ways that provide opportunities to practice language and benefit from peer models.

Full Academic Program

Dual Language elementary schools are a part of dual language feeder school systems, and students who enroll in the program are expected to complete the full academic program through Grade 12.

Grant Community School → Parrish Middle School → North Salem High School

Harritt Elementary School → Walker Middle School → West Salem High School

Myers Elementary School → Walker Middle School → West Salem High School

The middle school DL program builds on the content, language, and cultural understandings students developed in the elementary grades.  In middle school, each grade level has a minimum of a Spanish Language Arts course and one other course in Spanish during each grading period. At the end of 8th grade, students take the STAMP (STAndards-based Measurement of Proficiency) test to assess their Spanish language proficiency. The results of this test, together with student work, are used to determine high school Spanish class placements.

The high school DL program builds on the content, language, and cultural understandings students developed during middle school. High school dual language programs offer a range of upper-level Spanish language classes as well as two years of Social Studies in Spanish. Students are placed in language classes based on their language proficiency level and take one or more dual language classes per year. Students also have the option of studying a third language.

The state of Oregon recognizes students who are proficient in English and one or more other languages by awarding them Oregon’s State Seal of Biliteracy at graduation. Students receive a certificate of achievement, a biliteracy seal on their diploma, and a note of biliteracy attainment in their high school transcripts. The biliteracy seal certifies that a student has attained a high level of proficiency in more than one language and provides employers and colleges with a method of identifying people with language and biliteracy skills.

To qualify for the seal of biliteracy, students need to meet all graduation requirements and score at a level Intermediate High or above in listening, speaking, reading and writing on a state approved partner language assessment.

Enrollment Applications

If you are interested in enrolling your student in a dual language program at a Magnet school for Kindergarten or first grade for the following school year, you can pick up an application at Grant, Harritt or Myers elementary schools beginning March 1. 

Selection is based on four priorities:

1. Students who live in the school boundary for the Magnet school.
2. Students who have siblings in the Magnet school program.
3. Students who live in the Salem-Keizer School District boundary, but live outside the Magnet school boundary.
4. Students who live outside of the Salem-Keizer School District boundary.

Application Process & Deadline

Dual language program applications submitted by the deadline are reviewed and organized by prioritized criteria. If there are more applicants than spaces available, a lottery is conducted for the remaining spots. Applying does not guarantee placement in the dual language program.

1. First enroll your student in your neighborhood school.
2. Next, return a copy of your enrollment form and your completed Dual Language application to the Magnet School or Elementary Education Office by March 31.
3. Applications are also available as a fillable PDF. (For best results, download to your computer and use Acrobat when filling out.)

English Learner – Spanish Primary Language

If your student is an English learner and Spanish is the primary language spoken at home, they may apply to enroll in a dual language program at any grade level if they live within the boundary of a dual language school. Your student’s Spanish proficiency may be assessed to help determine appropriate classroom placement.

English is Primary Language

If English is the primary language spoken at home, your student may only apply for the dual language program in kindergarten or first grade because of language demands in Spanish beyond first grade. If your student was previously enrolled in a dual language program in another district, they may enroll in the program after first grade if there is space available.

For additional information, contact the principal of your neighborhood dual language school.

Middle School

Students who participated in a K-5 dual language program are automatically enrolled in the middle school dual language program at the corresponding feeder school. Students who participated in a transitional bilingual program may enroll in a middle school dual language program if there is a DL program available at their feeder school and if there is space available. Students are assessed for Spanish literacy and writing to determine appropriate placement.

High School

Students who participated in a middle school dual language program are automatically enrolled in the high school dual language program at the corresponding feeder school. Students who are newcomers and students with high levels of Spanish literacy may also join the high school DL program. These students are assessed for Spanish literacy and writing to determine class placements.

Research shows numerous benefits for students who participate in dual language, including:

1. Educational - Students who learn literacy in one language can transfer those skills to their other language.

2. Cognitive - Students who understand two languages show more cognitive flexibility, creative thinking and problem-solving abilities compared to monolingual students of the same age.

3. Socio-cultural - Students in dual language programs develop positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners.

4. Economic - Knowing two or more languages enhances employment opportunities when students enter the work force.

There are universal concepts and skills that all students will learn, regardless of the language of instruction. These skills transfer from one language to another. Skills and concepts that are language specific are explicitly taught so students can gain full proficiency in both languages.

Developing academic language and literacy skills in two languages takes time, and students typically need at least six years to become proficient in both languages. Because of this, students in dual language classrooms may lag behind their monolingual peers in the early grades. However, ultimately, they should not only score as well as or higher than their monolingual peers, but they also will have acquired a second language for their lifelong use.

Academic Success

Dual language programs are based on over forty years of research showing the advantages of learning a second language through academic content instruction. Studies show (Thomas and Collier, 2009) that historically underserved students, especially English Learners, attain greater academic success when they participate in dual language programs.

Out-Perform Their Peers

Research demonstrates that both native English speakers and native Spanish speakers in well-implemented dual language programs tend to excel academically, outperforming their peers in traditional educational settings. (Thomas and Collier, 2012).

Mental Discipline

The mental discipline of learning a second-language system increases intellectual flexibility and translates into higher achievement in all subject areas. The longer the exposure to the second language, the more significant the cognitive advantages to the student (Genesee and Lindholm-Leary, 2009)

Multicultural Awareness

Knowledge of more than one language enables people to communicate in a variety of cultures and settings. A heightened level of multicultural awareness and communication skills foster intergroup contact and appreciation (Cummins, 1986, Ager 2005)

Teachers use a variety of sheltered instructional strategies to help students understand oral and written language without the need of translation.

Teachers adhere to the target language during instructional time rather than switching between languages so that students do not wait to hear the instruction in their stronger language.

Language development is a part of instruction in all content areas and teachers provide instruction on linguistic structures within the context of reading, writing and speaking.

Teachers make connections between the two languages to help students compare similarities and differences between languages and deepen their understanding of both languages.

While individual children vary, it typically takes students from one to three years to acquire social language (the language of the playground) and five years or more to acquire academic language (the language of school).

Continuing in the dual language program through grade twelve provides students with the opportunity to develop high levels of proficiency in both languages.

1. Cross-Culture Awareness - Students continue to learn and interact in an environment that celebrates diversity and promotes cross-cultural awareness.

2. Advanced Spanish Skills - Students take advanced Spanish courses and develop high levels of Spanish language and literacy.

3. Seal of Biliteracy - Bilingual students can earn the Oregon Seal of Biliteracy.

Parents can ask questions about the homework in the language spoken at home, thus giving the students opportunities to explain the assignment in their first language.

When students experience difficulty with homework assignments, parents can encourage them to attempt to complete the assignment to the best of their ability. If there are questions about an assignment, parents can communicate with the teacher.

Parents are not expected to model the student’s second language if they are not yet proficient in it.  Children will benefit more when their parents talk to them and read to them in their stronger language. This will develop a strong foundation in the home language, thereby preparing them to acquire their second language.

Students are encouraged to communicate and collaborate with peers for additional language practice and to complete assignments.