Genesee (2008) points out that the ever increasing globalization of business and commerce as well as the telecommunications revolution has set the stage so that those who know English and other languages will have economic and political advantages over those who know only English.

King and Mackay (2007) present a number of benefits attributed to learning a second language in depth. These include: a cognitive edge in creativity and metalinguistic awareness, enhanced cross-cultural understanding, and an educational and career edge.

Howard, Sugarman, Perdomo and Adger (2005) also cite research that has found that participants in dual language programs are more likely to stay in school than students from other programs and that most participants also plan to attend college.

Although West Chicago has students that come from families where other languages are spoken, all of the bilingual programs involve English and Spanish. English was chosen due to its dominance in our society and Spanish was chosen because there are large enough numbers of students from Spanish speaking homes to require services in Spanish according to Illinois School Code Article 14-C. (105 ILCS 5/Art. 14C heading) ARTICLE 14C. TRANSITIONAL BILINGUAL EDUCATION.

When students know that material is going to be presented in their stronger language after it is presented first in their weaker language, they learn to tune out and wait for the presentation in their stronger language, and, consequently, do not acquire the weaker language (Lessow-Hurley 2005; Freeman, Freeman and Mercuri 2005).

Also, teachers who do concurrent translation (presenting material first in one language, then in the other) often spend disproportionately more time in English (Lessow-Hurley 2005).

"Educational professionals also accept now that the development of advanced levels of language competence, in a primary or second language, is most successful when it occurs in conjunction with meaningful, important, and authentic communication. In school settings, this can be communication about academic subjects," (Cloud, Genesee and Hamayan 2000, 2). Freeman, Freeman and Mercuri (2005), also note "Research on language acquisition has shown that language is best and most efficiently learned when taught through content," (96).

Genesee (2008, p. 32) states, "...content is the vehicle for teaching the second language, and content instruction provides opportunities for students to acquire the target language, much like native speakers learn their first language as a result of meaningful, significant and sustained communication with others."

Cloud, Genesee and Hamayan (2000, p. 92), suggest that parents who are not proficient in the target language or lack literacy skills or time can still support their children's growth in literacy by providing them with various recorded forms of media that their children can listen to and follow along with. Parents can also serve as audience to their children, "by expressing enjoyment and praising their children when they attempt to read and write, and by conveying to their children the importance of becoming biliterate."

"The bridge is the period during the lesson or unit where the focus is on instructing students in how to transfer what they have learned and stored in one language into the other language. The focus moves from teaching content, to teaching the language of content in both of the students’ languages," (Beeman and Urow, 2009).

No, not necessarily. We wouldn't immediately decide to remove a student with special needs from any class without first convening a team of teachers and other specialists to determine what accommodations would best support the student in the class. In extreme cases, the team might decide that the student's needs cannot be met within the class. The same procedure should be followed for students in or potentially entering dual language programs. Research to date suggests that learning in two languages does not pose an extra cognitive load on the learner.

"...research has shown that immersion programs are effective for students who often struggle in school because they come from low socio-economic backgrounds or have low levels of academic achievement," (Cloud, Genesee and Hamayan 2000, 3).

"It is not appropriate or recommended to suggest that a bilingual child with SLI [specific language impairment] be encouraged to use only one language. There is no reason to assume that dual language knowledge is a burden for children with SLI; in fact, children with SLI are able to learn two languages,” (Genesee, Paradis and Crago 2004, 88).

"...low academic/intellectual ability is no more of a handicap in in bilingual education that it is in L1 [English-only] programs and, to the contrary, low performing students can experience a net benefit from immersion in the form of bilingual proficiency," (Genesee, Paradis and Crago 2004, 181).

Regarding students whose first language was English who are experiencing difficulties in a dual language program: "Professionals should not assume that the difficulties (linguistic or academic) experienced by some language majority students in bilingual programs are due to participation in a bilingual program? Learning through the medium of another language in not a linguistic, cognitive, or social hardship for most majority language students," (Genesee, Paradis and Crago 2004, 186).

Furthermore, "TWI programs can be seen as ideal placements for special needs students, as many of the accommodations considered useful for these students (e.g., hands-on learning, thematic instruction, and multimodal instruction) are the same strategies recommended for two-way educators," (Howard, Sugarman, Perdomo and Adger 2005, 48).

"Special needs students can and should be included in EE [‘enriched education’ or dual language] programs with appropriate modifications to insure their success,” (Cloud, Genesee and Hamayan 2000, 131).

King and Mackey (2007, 217) note that, although much more research needs to be conducted in this area, "Most researchers and practitioners would agree that intensive and interactive exposure to appropriately complex language is important and beneficial for all children and that bilingualism does not need to fall by the wayside.

Research has found that all students in dual language programs, regardless of their pattern of language dominance, do as well as or better than students in monolingual English programs on standardized tests administered in English (Freeman, Freeman and Mercuri 2005, xiv).

Research shows that students who participate in well-implemented dual language programs perform at or above-grade level on district and state tests, as well as achieve advanced levels of proficiency in two languages (Collier & Thomas, 1997). In addition, graduates from these programs have a head start on language requirements for college and have enhanced employment opportunities.

Students will be interacting with each other academically and socially to develop proficiency in both languages. Certified bilingual classroom teachers deliver instruction in Spanish and English, with support of other staff.