Tooele County School District

Skip to main content
Main Menu Toggle

Utah DLI

What are the benefits of Dual Language Immersion?

  1. Second Language Skills: Students achieve high proficiency in the immersion language.
  2. Performance on Standardized Tests: Immersion students perform well on standardized tests in English.
  3. Cognitive Skills: Immersion students typically develop cognitive flexibility, demonstrating increased attention control, better memory and problem-solving skills, as well as an enhanced understanding of their primary language.
  4. Cultural Competency: Immersion students are aware of and generally show positive attitudes towards other cultures and an appreciation of other people.
  5. Long Term Benefits: Immersion students are prepared for the global community and job markets where 21st century skills are an asset.

"Knowing other languages and understanding other cultures is a 21st Century skill set for American students as they prepare to live and work in a global society. No matter what career students enter, they will be interacting with others around the world on a routine basis and doing business locally with those whose native language is not English.” Martha G. Abbott, Director of Education for the American Council on the Teaching of Foreign Languages (ACTFL)

“Foreign language learning is much more a cognitive problem solving activity than a linguistic activity, overall. Studies have shown repeatedly that foreign language learning increases critical thinking skills, creativity, and flexibility of mind in young children. Students who are learning a foreign language outscore their non-foreign language learning peers in the verbal and, surprisingly to some, the math sections of standardized tests. This relationship between foreign language study and increased mathematical skill development, particularly in the area of problem solving, points once again to the fact that second language learning is more of a cognitive than linguistic activity.” Therese Sullivan Caccavale, president of the National Network for Early Language Learning (NNELL)

“Every piece of research in the field points to the benefits of starting a second language as early as three years of age. The other key to becoming proficient in another language is a long, continuous contact with the language. Until we have a well-articulated PK-16 second language ‘buy-in’ from legislators, school boards, administrators, and parents, the U.S. will continue to lag behind other nations, thus prolonging monolingualism.” Ken Stewart, 2006 ACTFL National Language Teacher of the Year; AP Spanish teacher at Chapel Hill High School in Chapel Hill, North Carolina.


Source: Duke University Talent Identification Program. "Cognitive Benefits of Learning Language." Duke Gifted Letter. Volume 8. Issue 1(2007): Web: 13 Jan. 2014.

Dual Language Immersion Program Enrollment Protocol

All applications for admission to the Dual Language Immersion (DLI) program are accepted online beginning on January 15. The form will be publicized on the district website, through PeachJar, on TCSD social media accounts, and by each individual school. On the application, parents may select a first and second choice school to apply for participation in the DLI program.


For the best chance of acceptance into the DLI program, the application must be received no later than March 1. Students who apply at any time during the initial application window from January 15 to March 1 will have the same opportunity of being enrolled in the DLI program. Lotteries will be held as necessary when the applicants exceed the spots available. Enrollment in the program will be determined by the following factors, in order:


  1. Native speakers or children of native speakers of the DLI language (A native speaker is someone who has spoken the immersion language as their primary language from earliest childhood.)
  2. Siblings of students currently enrolled in the school’s DLI program
  3. Children of teachers in the DLI program
  4. Lottery of in-boundary students*
  5. Lottery of out-of-boundary students*
  6. Last priority will be given to applicants who apply after the March 1 deadline


* The exact percentages of in-boundary and out-of-boundary students and the total number of students accepted will be determined on an annual basis by the school principal according to school need and space and in consult with district staff.


After Term 2 of second grade, students may only be accepted into the Dual Language Immersion program if they have experience in the native language. An assessment may be required to determine the child’s proficiency in listening, speaking, reading and writing in the immersion language.


Exceptions to this protocol must be approved by the Director of Teaching and Learning.