given to siblings who have someone already enrolled in the language program. Entrance generally is limited to first grade, although if a student transfers from another DLI school or shows proficiency, Daly said there have been exceptions in Jordan District. Eastlake’s Wang agrees the fast-paced program isn’t for all students. “Some kids can’t pick it up and struggle tremendously. They need a strong base in their first language. It can be common for those with learning disabilities to not do as well, but it’s up to the parents to decide to apply to enroll them,” she said. Megan Morrison, who has a son at Lone Peak and feels lucky her third-grader has “an amazing opportunity,” said she may not enroll a younger sibling because she doesn’t see it as a good match for him. “He isn’t at the level of other kids and I can see with speech problems, he could be frustrated learning Chinese. I don’t want to take an opportunity away from another student,” she said. Secondary DLI As the first DLI students progress through school, dual immersion is added to that grade, meaning many of those first-graders in 2008–09 are now juniors in high school and have fast-tracked to take the AP Spanish exam to earn college credit. Murray School District Assistant Superintendent Scott Bushnell said that upon successful competition of the AP Spanish exam, students can begin the Bridge Program, a partnership with public and higher education, which was supported by SB152, that awarded $300,000 to the University of Utah to launch the program. At Murray High, sophomores, juniors and seniors enroll in a team-taught course, with both a University of Utah professor and a Murray High teacher instructing the coursework. “Students are able to complete upper-division language coursework and can finish their senior year of high school two courses shy of a minor in the language,” he said. Jordan’s Daly said their comprehensive abilities are “amazing.” “Their proficiency levels are so high, they are truly immersed and have that high level, they’re so lucky and don’t realize the gift we’re providing,” she said. Morrison has a student who has been in the program since first grade and currently is a sophomore at Alta High in Sandy. “It’s a unique opportunity for him to be learning from a University of Utah professor in his high school class. He’s had incredible experiences as the program has developed and I’m just amazed at what he’s accomplished in the 10 years,” she said. However, Midvale Middle School Chinese teacher Karma Lambert said students can still learn languages if they don’t enroll in DLI. “You don’t have to start in first grade,” she said. “Students who begin learning in sixth, seventh and eighth grades are still
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quick enough to learn languages and be able to carry on basic conversations in the language by the time they finish middle school. In general, they won’t be as far as long as their dual-immersion peers, but they can still learn the language and have those positive cultural benefits.” DLI benefits When Sarah Erwin’s family was looking to move into the Sandy area from St. George, she looked for a DLI Chinese school. They selected the Lone Peak neighborhood so her kids could learn Mandarin. “I speak Mandarin and at the time, St. George didn’t have dual immersion,” she said. “My kids needed more challenge and there are tremendous benefits of learning a second language.” Ridgecrest Elementary parent Brooke Moench said she has seen great progress academically for her children. “They tend to learn at a higher pace, and so, they have kept on task,” she said. “The teachers are ensuring students are learning by reteaching and reinforcing in English what they learn in Chinese so the languages are supporting one another.” Many parents, teachers and principals point to cultural benefits as school programs may include celebrating Chinese New Year or Cinco de Mayo or even having a word of the day for the entire student body to learn, or rooms, such as the library or cafeteria, labeled in the target language. Canyons District’s Butler Elementary students who are studying French immersion not only sample macaroons and learn about impressionism and Claude Monet and other parts of French culture, but they also get a taste of other countries’ culture, art and music during its annual World Night. Last year, for example, students wrote their names in Arabic, made Native American replica pots, learned about typical life in the Fiji Islands and more. “It’s important that the community opens our eyes and celebrates our diversity,” Principal Jeff Nalwalker said. At nearby Midvale Elementary, students celbrate Mexican Independence Day, Dia de los Muertos, Cinco de Mayo, and Mother’s Day with cultural activities, food, dances and song for the entire student body. “As a whole school, it’s important that we are learning other cultures, and are inclusive,” Principal Chip Watts said. Murray District spokeswoman D Wright said she also has seen culture be introduced in the district’s Spanish DLI classrooms. “I have visited in the Horizon DLI classes many times and see ongoing examples of music, dance and art integration through fun and captivating activities,” she said. “I also see exposure to a variety of related ethnic foods and culturally related holidays incorporated into the awareness and curriculum in the grades.” Several Chinese schools celebrated the Year of the Pig during Chinese New Year festivities that included programs, activities,
food, singing, dancing, acting and learning the history of the celebration. Some schools also celebrate the Moon Festival in the fall. Erwin said that through her school’s Chinese New Year program, it offers all students an opportunity to learn about culture. “It’s a fun time to explore another culture and for the whole school to come together,” she said. Monte Vista parent Corby Robins said the opportunities her second- and third-grader have had in DLI have been impressive. “The teachers are top notch,” she said. “They teach about the culture and pique students’ interest in China through food, games, stories and telling how they celebrate holiday with the family.” At Midvale Middle School, eighth-grader Eric Snauffer said, “it’s the best day of the year” as he learned to make Chinese dumplings with classmates afterschool. K-12 Chinese outreach coordinator Shin Chi Fame Kao, of the Confucius Institute at the University of Utah, said they support many cultural Chinese events at schools, and have even given grants to the first schools who had Chinese programs, including Canyons’ Lone Peak and Draper elementaries. “It’s important that children learn these customs of China as they learn the language,” she said. “It’s a time to understand families and communities celebrating together.” Lone Peak Principal Tracy Stacy said there is value in understanding other countries’ culture. “When children understand and value each other’s differences, it allows them to not only see differences and accept them, but also appreciate the way we are all similar,” she said. Eastlake Principal Suzie Williams agrees. “I love the culture piece dual immersion brings to our school,” she said. “It draws families together who are interested in their children becoming bilingual. Even if the parents aren’t versed in the language, they’re learning words and customs from their children. It isn’t a classroom where they sit and listen to the language. They’re learning the vocabulary and language while involved in enriching, engaging cultural activities.” The future of DLI Many programs continue to add a grade as DLI students progress, like in Murray District. However, there are no plans to expand to another language at another school at this
time, Bushnell said. “In a district our size, a cohort of 60 students allows us to run two elementary classrooms of 30 DLI students in each class,” he said. However, at nearby Midvale Elementary, there are plans to expand the classes, Watts said. Currently, about one-third of the school is enrolled in the Spanish DLI program and he said there are plans to increase that to twothirds. “Our data shows that students are achieving better in reading and math, and at the same time learning Spanish for those who are not already Spanish-speakers,” he said. “The language development as they learn a second language is helpful as they practice their native language. It’s a very engaging program for our students.” Alta View’s Jameson appreciates the DLI program in its entirety. “The DLI was created as a comprehensive pathway so students in elementary can continue in middle school and high school. It doesn’t just stop, but it prepares students for their future, for global careers,” he said. Jordan District’s Daly agrees. “We’re preparing them for the global market and job opportunities in the 20th century,” she said. “They’re learning language skills, as well as an awareness and appreciation of different cultures.”
During Butler Elementary’s World Night in 2018, students were read books to them at Monet’s Story Garden. (Julie Slama/City Journals)
Award winning program Canyons School District recently received the Melba D Woodruff Award for Exemplary Elementary Foreign Language Program from the American Council on the Teaching of Foreign Languages. The district was chosen to receive the national award to honor the program that aligns with the World-Readiness Standards for Language Learning curriculum, has proficiency targets set for each grade level, and has teachers that are highly qualified, lifelong learners.
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