Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

Spanish

Two-Way Bilingual Immersion

Elementary (K-5)

This discussion will share how Escondido Elementary in California created a master plan for its TWBI program after 20 years of existence and how the plan is being implemented as a living document that outlines the program's history, benefits, guiding principles, program pathways, instructional design, enrollment policies, and professional development.

This discussion will inform participants of how dual language programs can develop master plans and how these can serve to improve program outcomes. Particularly, we will share Escondido Elementary's journey  to create a master plan for its TWBI program after 20 years of existence. This was an initiative driven by teachers and administrators to develop a living document to guide the program in the years to come. The program is now in its first year of the implementation phase of the master plan and several changes and improvements have already been made. 

 The Spanish TWBI Program at Escondido Elementary, Ca. began in 1995 as a 90/10 model in grades k-5 but lacked a clear middle school pathway. Curriculum and instruction was driven mainly by teachers working in the program and there was very little oversight of the program at the district level. Driven by teacher request, in 2013, the school began working with consultant Rosa Molina on the development of a master plan for the program. To develop the master plan, a task force was formed by five teachers, the assistant principal, the principal, and consultant Rosa Molina. Once this document was completed, in the summer of 2015, the program began its implementation phase using many of the recommendations provided by the task force.

The development of the master plan uncovered many challenges in the program. Some of the challenges included lack of common understanding of the dual language framework by the teachers at the elementary and middle school level, disproportionate language instructional time, lack of buy in from higher district leaders, unrealistic parental expectations and lack of understanding of the program goals by some parents. Now that the master plan is in its implementation phase, most of these challenges have been addressed and a clear plan has been set to improve these areas.