FAQ

If your child is accepted into the two-way dual language immersion program they will be enrolled at the campus where the program is implemented. 

Parents must carefully consider if the two-way dual language immersion program is a fit for their family as it is a commitment through 5th grade. For children to gain academic success and language proficiency, families must be willing and able to commit to this program. Because these programs typically have only one or two classes per grade level, your child will work with the same classmates throughout his/her elementary education. 

By providing students with a strong foundation in their first language, parents are helping to lay the groundwork for strong second language skills. Parents can support literacy skills as well as content knowledge in the child’s first language by reading together and learning about the topics the child is learning in school. 

Parents can provide the right environment and tools to get homework done (e.g., a quiet space and enough time, paper, dictionaries in both languages, writing utensils, and art supplies such as construction paper, paste, tape, and colored makers). Parents can also ask questions about the homework in the language spoken at home, thus giving the students opportunities to explain the assignment in their first language.

Information about two-way dual language will be provided during the enrollment period and updated on the website. If you have immediate questions please contact Talle Gomez, Executive Director of Multilingual Services.

Our two-way dual language immersion program teachers are trained in methods that support language acquisition, including visual aids, handouts, body movements, and facial expressions, to convey meaning and context. Two-way dual language immersion program teachers also utilize strategies such as modeling, scaffolding, and checks for understanding to build student skills and confidence in the language of instruction.

Yes, students in our two-way dual language immersion program are taught using the TEKS and the Plano ISD scope and sequence. The target language is not a subject; it is the language in which instruction is delivered.