At Moos Elementary School, we believe in creating bilingual and and biliterate global scholars who have an insatiable desire to learn. We seek to challenge our students intellectually so as to create multilingual and multicultural citizens who can not only compete in our ever-changing global society but also advocate for and cause change in the world. We believe in building on students' linguistic and cultural capital so as to preserve the heritage of our community.
To enroll in the dual language program, please visit the main office for an application. We are currently only taking applications for incoming pre-schoolers and kindergarteners. Students that are officially identified as English Learners or students from a heritage Spanish background will take priority in filling the dual language seats available.
At Moos Elementary School, we have a one-way dual language program characterized as follows:
80/20 Model: Instruction integrates literacy and academic content knowledge in both languages with 20% of the instruction occurring in English and 80% of the instruction occurring in Spanish.
One-Way Program: All students in the classroom are from the same language background.
Simultaneous Biliteracy: Students in the dual language program receive formal literacy instruction in the two languages starting at kindergarten (without translation).
Curriculum: Thematic units that focus on challenging, age-appropriate academic skills and knowledge aligned to high standards for all students
Dual Language Program Goals
Dual Language teaching is a long-term, additive, bilingual and biliterate model. The model consistently and strategically uses two languages for academic content instruction and communication.
GOALS OF DUAL LANGUAGE
High Academic Performance
Bilingualism and Biliteracy
Preservation of and Pride in Cultural Heritage
Benefits of Bilingualism
Research of language learning over the past 40 years shows that Dual Language Education (DLE) has the most positive long-term effects on all language groups (i.e. Native English and Native Spanish speakers). Studies show (Thomas and Collier 2009) that historically underserved students, especially Emerging Bilinguals (students whose first language is Spanish, not English), attain greater academic success when they participate in dual language programs. This research also shows that providing instruction through two-language programs leads to higher performance in English and Spanish (Lindholm-Leary, 2002).
Additionally, being bilingual has cognitive, academic and employment benefits. Bilinguals demonstrate greater cognitive flexibility, increased attention control, better memory, and superior problem solving skills as well as enhanced understanding of their primary language (Lindholm-Leary 2001). Even though our DLE students spend half their academic day in English and half in Spanish they tend to outperform their non-immersion on academic achievement tests in English (Turnbull, Hart & Lapkin 2000).
DLE also offers children whose heritage language is Spanish to develop a positive linguistic and cultural identity that allows them to better connect with their parents, relatives and community.