Dual Language programs have been around since the 1960’s.  There is extensive research on the positive outcomes for both native Spanish-speaking students and non-Spanish speaking students.  Studies have been conducted across the United States and Canada to examine the effectiveness of one-way and two-way immersion programs.  Researchers such as Thomas and Collier (1995, 2002) and Lindholm-Leary (2005) consistently found that well-designed programs help students of both language backgrounds achieve at or above grade level scores on standardized tests.  It also helps develop proficiency and bi-literacy in two languages.

For English speakers, more than twenty years of research has shown:

• English speakers develop proficiency in two languages.

• English speakers score as well as or better than their English-speaking, non-dual language peers on standardized tests of math and English language arts.

• English speakers develop a positive sense of self and demonstrate positive cross-cultural attitudes and behaviors.

For non-native English speakers, more than forty years of research has shown:

• English Language Learners (ELLs) who receive native language instruction were able to catch up to or surpass the achievement levels of ELL peers and English-only peers who were educated in English-only mainstream classrooms. These results were found regardless of the student’s socioeconomic background.

• ELLs who participated in programs that provided extended instruction in the native language (i.e. dual language programs) outperformed students who received short-term instruction through their native language (i.e. transitional bilingual education).