Biliteracy Research demonstrates that virtually all children, are capable of acquiring multiple languages and benefit from bilingual instruction. (Collier, 1998; Cummins, 1986; Krashen, 2002; Lindholm-Leary, 2001; Snow, 1990) A dual language immersion program will offer a research based theoretical framework for implementing instruction in two languages, English and Spanish. Native English and Spanish speakers will be provided the opportunity to become fully proficient in a second language. Educating biliterate students with high levels of academic achievement and cross-cultural competency is the overarching goal of the program.
Learning best occurs when teachers employ a variety of proven second language acquisition techniques. Imagine Riverside- Coachella campus will implement a dual-language model that is based on research and evidence that an English language learners will be more successful in their second language when taught early literacy skills in their native language.(Appendix D: Dual Language Immersion Research). Krashen explained, “This occurs for two reasons: First, when we give a child good education in the primary language, we give the child knowledge, knowledge that makes English input more comprehensible. A child who understands history, thanks to good history instruction in the first language, will have a better chance understanding history taught in English than a child without this background knowledge. And more comprehensible English input means more acquisition of English. Second, there is strong evidence that literacy transfers across languages, that building literacy in the primary language is a short-cut to English literacy. The argument is straightforward: If we learn to read by understanding the messages on the page (Smith, 1994; Goodman, 1982), it is easier to learn to read if we understand the language. And once we can read, we can read: The ability transfers to other languages.”