Dual Language

Dual Language in Early Childhood

(Ages 3–5) 

AGC preschoolers get exposed to Spanish language through daily activities and routines. Teachers provide developmentally, culturally, and linguistically appropriate learning experiences to engage students through play and exploration. The emphasis is on oral language and listening skills, as well as being exposed to the basics of literacy. Earlier on, students recognize bilingualism and bi-literacy as a strength. Students start to develop their identity as language learners.

While we model a strict separation of languages and we encourage and support students to be risk-takers and engage in a second language, teachers use their language of comfort with students for exploration of deeper concepts. 

Dual Language in K–1

(Ages 5–7) — 80/20 Model

The focus continues to be on developing a healthy attitude towards learning a new language, as well as developing literacy skills in both languages so students can engage in all content areas. We continue to nurture and celebrate the joy of being in a bilingual setting, and how we can all learn from each other. Students are encouraged to participate in both languages.

The approach to language and literacy is differentiated. Younger students and students with lower Spanish proficiency are exposed to more developed language models and engage to the best of their abilities in oral language activities. They receive ample exposure to the language as they engage in activities like poems, books, songs, games and different opportunities to explore bi-literacy in different ways. We expose children to comparing and contrasting two languages through formal bridges (basic linguistics) and translanguaging conversations.

Older students or students with more advanced proficiency in Spanish have individual growth goals, and receive small group instruction in both languages. They now have an understanding of the language, and they are expected to participate in structured activities to use it. Teachers facilitate the development of metalinguistic skills to help students access both languages. All students engage in reading and writing in both languages. Emphasis is placed on syntax and vocabulary development through bridging and practice of the Dictado.

Dual Language in 2–3

(Ages 7–9) — 60/40 Model

All best practices from previous years continue, but additionally students learn to be “word detectives” independently. They learn skills that will help them figure out new words (cognates, prefixes, suffixes, etc.) and learn to look up words in dictionaries and thesauruses(online and paper) and keep a vocabulary log/journal. Students continue to learn more communication skills, learn more vocabulary, and start reading and writing simple longer Spanish texts. Emphasis is placed on syntax and grammar through bridging and practice of the Dictado. As language becomes more sophisticated, students need more encouragement to utilize Spanish in small and whole group settings. This leads to more strict expectations of holding a space in one language during instruction and work time.

Dual Language in Grades 4 and Above

50/50 Model

Language allocation is divided by subject in different units, maintaining that 50/50 balance. Students engage in the dual language experience in a more independent way. Independent translanguaging activities take place more often. Students engage in being word detectives and grammar is actively taught.

Students in 5th and 8th grade take the Chicago Public Schools Seal for Biliteracy Test. The State for Biliteracy is a recognition given by the district to students who have demonstrated a high level of proficiency in reading, writing, listening and speaking in a language other than English.