Application Phases

There are four different phases that serve as entry points for students into the DLI program. Each student only needs to enter during one of the phases described below.
 

 

Phase 1: Application for the Lottery

When: January 12th to March 15th before First Grade

Who: This is for student entering First Grade hoping to enter a DLI program. 

This is the application phase where we give all students a fair opportunity to be considered for the DLI program of their choice. The application is usually open from mid-January into March. Each DLI elementary has the goal to fill their 1st grade classes. If there are more applications than space, then the waitlist protocol will be followed. If there is space, then there is no need for a waitlist and all students that applied will be accepted. Families will be contacted by the school directly once the process is complete.

For the best chance of acceptance into the DLI program, the application must be received no later than March 15. Students who apply at any time during the initial application window from January 12 to March 15 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. Heritage speakers or children of heritage speakers of the DLI language (A heritage 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 or a program being phased out.

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 15 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.

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

 

Phase 2: Summer Enrollment

When: End of March to start of First Grade school year

Who: This is for students who either moved in to Tooele County School District after Phase 1 or did not submit an application in Phase 1 before the deadline. 

In this phase, there is not an application. Families of students hoping to join DLI may go directly to the school of their choice to enroll. That school may not have room, but the families can either join the waiting list at that school or attempt to enroll directly at another DLI school that may have space. 

 

Phase 3: Late Start Enrollment

When: Start of First Grade to January of Second Grade

Who: This is for students who moved in to Tooele County School District or have been recruited and decide to join DLI.

Students can join a DLI program all the way up to the middle of their 2nd grade year as long as there is room in the program. There is no application for this phase. This is for students who moved in or have been recruited and decide to join DLI. 

 

Phase 4: Heritage Speakers

When:  Mid-Second Grade to Twelfth Grade

Who: This phase is strictly for heritage speakers and students who move in to Tooele County School District from another Utah DLI school.

This phase is strictly for heritage speakers and students who move into TCSD from another Utah DLI school. No new students will be added without the necessary language proficiency. The district will provide a brief assessment to make sure that students will be successful before joining the program. Heritage speakers are always welcome to join a DLI program at any grade level. There is no application for this phase. Some situations may necessitate a trial period.

Commitments to DLI Teachers
We are making multiple efforts to ensure DLI teachers have opportunities for continued employment
within the district. As part of the phase-out plan, we will reduce one language teacher position each year
at the three schools with qualified teachers will be offered other positions within TCSD. Teachers who
don't meet the requirements for other jobs in TCSD (including visa status) will be the last to see their DLI
position go away to give them the opportunity to meet those requirements if they choose.
If more teachers decide to leave than the number of positions being eliminated, we will open these
positions as short-term opportunities for international guest teachers. It's common for DLI teachers in
Utah to stay for one to three years. Although it might seem unusual for us as Tooele County School
District has done a good job of keeping our guest teachers longer than normal. Several of our DLI
teachers have already transitioned into non-teaching positions within the district on their own.
We understand that these changes may be emotional for many of you, and we appreciate your support
as we work to make the DLI program thrive in Tooele County. Your dedication to your children's
education is greatly valued, and we are committed to making this transition as smooth as possible.
If you have any questions or concerns, please feel free to reach out to us.
Thank you for your understanding and ongoing support.

Dr. Mark Ernst
Superintendent of Schools

Dr. Cody Reutzel
Teaching & Learning Executive Director

Additional Commitments:

1. An electronic copy of this file will be maintained at least through the entirety of the phase out.

2. This plan will be honored regardless of changes in district administration, including Superintendent.

3. All DLI teachers will have a position in TCSD except in cases of disciplinary or evaluative action. A position equates to a full-time teaching position for which the teacher is qualified.

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: www.actfl.org. 13 Jan. 2014.

• proficiency module

AAPPL scores explained https://www.powtoon.com/s/dkAYbib6HkD/1/m 

 

Learn more at Utah Dual Language Immersion

Tooele County Secondary DLI

Dual Language Immersion Jr. High School FAQ’s

Q: Will students still be in their DLI class half the day?
A: No, students will only have 1 DLI class per day.

Q: What class or classes will 7th & 8th graders take?
A: DLI students will have two different classes. They will be every other day and scheduled so that they have one class per day. One is called either DLI 3 for 7th grade or DLI 4 for 8th grade and the other is Culture, History & Media.

Q: Can my student take the AP test in 8th grade if they are likely to pass?
A: Unfortunately, students have to wait until 9th grade to take the AP test even if they are advanced, which many are by 8th grade.

Q: How will I know how well my student is doing with the language if I can’t speak it and they don’t like speaking it at home?
A: Students in 7th & 8th grade continue with AAPPL testing in November of the school year, like they did in elementary. They also take a STAMP test towards the end of the year, which is a test that is very comparable to the AP test. This allows teachers to see what students' proficiency levels are and where they need to improve before taking the AP test in 9th grade. Teachers should work closely with students and parents on these proficiency levels.

Q: Will my student still be able to have elective classes in Jr. High?
A: Yes they can still have elective classes. However, depending on the school, 7th grade has more required courses, which means less electives. Then 8th grade begins to open up a little bit more opportunities for electives. Finally, 9th grade opens up even more opportunities for elective choices and spaces in the schedule to pursue interests.

Tooele County Secondary DLI

 

Dual Language Immersion Program Information

 Thank you for your interest in the Dual Language Immersion (DLI) Program. We are excited to be part of the Utah DLI model and are excited to be able to offer this opportunity to Tooele County School District families and students.

What is Dual Language Immersion?

The Utah DLI program began in 2008 under former Governor Huntsman with the approval from the state legislature. In 2010, Governor Herbert pushed for implementing 100 DLI programs throughout the state by 2015, the goal was met in 2013! The Utah DLI program serves as a model for other states seeking to start their own DLI programs, such as Delaware and Wyoming.

DLI is a way students learn academic content while learning another language at the same time. Utah uses a 50/50 model, in which elementary level students spend half their instructional time in English and the other half of the time in the target language. DLI ensures that your child will be learning Utah Core Content and become bilingual and biliterate in a second language and English.

For more information about Dual Language Immersion contact

TCSD Curriculum Director Corley Ward at (435) 833-1900 x1126 or utahdli.org

FAQ

What is Dual Language Immersion? Dual language immersion provides a way to learn academic content while acquiring another language at the same time. Students receive math, science, and social studies instruction in a target language, such as Spanish, Chinese Mandarin, French, German, Portuguese, or Russian. The teaching strategies used support students in learning the concepts and skills for the subject area and develop the ability to read, write, speak, and listen in another target language. 

What is a One-way Immersion program?  The One-way Immersion programs serve one group. This program serves a student population comprised of a predominant majority of native English language speakers with limited to no proficiency in the L2 (e.g.Chinese, French, Portuguese, Spanish, etc).

What is a Two-way Immersion program? Two-way Immersion programs serve two groups. This program serves English speakers and L2 speakers. A 1:1 ratio is the ideal ratio to be maintained for these two language groups, but a minimum requirement is a 2:1 ratio, or at least one-third of students native speakers of the L2. Two-way Immersion programs are sometimes called two-way bilingual or Dual Language.

After submitting a DLI application when are students selected?  Parents will be notified by mail of student acceptance into the program. Notification will occur following the application deadline or until the programs are filled.

What kind of a commitment is required?  The Dual Language Immersion Program has been implemented to address the need for foreign language skills in business, government and education. An advanced proficiency skill level is the target for all students in the program and can be attained with a commitment to the Utah Dual Immersion Model which begins in the first grade and ends in the twelfth grade.

Does the school provide transportation?  Only if the student lives within the school boundaries. If the student is considered "out of bounds" than transportation is the responsibility of the parents/guardians. 

How will parents help with homework in the target language? Only tasks that the student could complete independently will be assigned as homework in the target language. This is best practice for all homework assignments regardless of the language. Parents are still encouraged to read daily in English to their student. 

Can parents/guardians volunteer in a DLI classroom? Parents/Guardians are encouraged to volunteer in the classroom and familiarize themselves with the target language. However, only the target language is spoken in the classroom.  

Will my student be expected to participate in the dual language immersion program through high school? In order to fully benefit from the DLI program, we expect students to commit to the program through high school. 

proficiency module

AAPPL Explanation

State of Utah's Seal of Biliteracy in Tooele County School District

Application for Seal of Biliteracy 

The Seal of Biliteracy is an award given to graduating seniors in the United States who have reached oral and written proficiency in at least two languages. In Utah, students must show evidence of an Intermediate-Mid level of proficiency in each language. According to the American Council on the Teaching of Foreign Languages (ACTFL) proficiency scale, Intermediate-Mid speakers can create with language to convey personal meaning in single sentences & strings of sentences.

The Seal of Biliteracy serves as a celebration of bilingualism and biliteracy, an honor for the skills our students attain, and evidence of skills for future employers and college admission offices.  Students may have the seal included on their transcripts, as well as their resumes.

It is recommended that each student speaks with their counselor by September of their senior year in order to verify that they are on track to fulfill the requirements. Applications are due to the Counseling Center by April 1 of Senior Year. All completed and school-verified applications are due to the district office's Teaching & Learning department by April 30. Please be sure to review the Seal of Biliteracy Instructions before completing the application.

Utah Seal of Biliteracy

Acceptable Evidence of Proficiency

(All assessments except WIDA must be taken during grades 9-12)

Demonstrating Proficiency in Languages Other Than English
Assessment	Languages Offered	Minimum Score
AP - Advanced Placement - Language Culture Exam NEWL-National Examination in World Languages	Mandarin Chinese, (Traditional or Simplified), French, German, Italian, Japanese, Latin, Spanish (not Literature Exam) Portuguese	3, 4, 5     3, 4, 5
AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages	Arabic, Mandarin Chinese (Traditional/Simplified), French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, ESL	A score of I2 on 3 of 4 component with Speaking and Writing required. Taken in grades 7-12
STAMP 4S* and 3S* and for ASL Standards-based Measurement of Proficiency –	Arabic, Mandarin Chinese (Traditional and Simplified), French, German, Hebrew, Hindi, Italian, Japanese, Korean, Polish, Portuguese (Brazilian) Russian, Spanish, Swahili, Yoruba	A score of 5 (Int-Mid) on 3 of the 4 components with Speaking and Writing required. Speaking not required for ASL.
International Baccalaureate - IB IB AB Initio IB SL (Standard Level) IB HL (Higher Level)	Mandarin Chinese, French, German, Spanish	5 (AB Initio) 4 (SL) 3 (HL)
Hanyu Shuiping Kaoshi - HSK	Chinese	Level III (CEF B1)
Portfolio - Combination of OPI or OPIc (Oral Proficiency Interview by Computer) & WPT (Writing Proficiency Test)	OPI offered in 80+ languages. OPIc offered in 10+ languages. WPT offered in in 25 less commonly tested languages	Intermediate Mid
LEA - approved assessment or process	Languages for which there is not readily accessible national examination *e.g., community members determine the process
Alta Language Testing	https://altalang.com/language-testing/seal-of-biliteracy/ use link to see languages available for testing	Intermediate Mid
ALIRA	Latin	I-2
Portfolios*	Languages to be determined by LEA	Intermediate Mid
Tribal Language Test	Navajo and Ute	Intermediate Mid or Letter from the Navajo or Ute Nation is acceptable evidence of proficiency.
ASLPI for ASL	ASL	3
ASLFAI	ASL	Emerging-Mid
STAMP WS* AVANT WORLDSPEAK (Speaking and Writing)	Amharic, Armenian, Cabo Verdean, Chin (Hakha), Chuukese, Czech, Filipino (Tagalog), Haitian-Creole, Hawaiian (‘Ōlelo Hawai’i), Hmong, Ilocano, Kannada, Marathi, Marshallese, Samoan, Somali Maay Maay, Somali Maxaa, Tamil, Telugu, Turkish, Ukrainian, Urdu, Vietnamese, Yup'ik, Zomi,	5 – Intermediate Mid
*Portfolios - For languages with no assessment listed above, a portfolio is required to demonstrate proficiency. The portfolio consists of an Oral Proficiency Interview* (OPI) or an OPIc & WPT or a writing assessment. The OPI is offered in 80+ languages and the OPIc in 10 languages. WPT is offered in in 25 less commonly tested languages.
Demonstrating Proficiency in English
Assessment (All assessments except WIDA must be taken during grades 9-12)		Minimum Score
Utah Aspire PLUS – Grades 9th and 10th		3 on the English Sections
SAT – Scholastic Assessment Test		650 on English Subtest
ACT - American College Test – Grades 9th - 12th Replacing SAGE for 11th grade beginning Spring 2019		18 on English Section
WIDA – World-class Instructional Design and Assessment Proficiency Assessment for ELs		4.2 composite score
AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages – Speaking and Writing required		I-2 on 3 of 4 components with Speaking and Writing required
STAMP 4S* - Standards-based Measure of Proficiency – Speaking and Writing required		5 on 3 of 4 components
College Board ACCUPLACER for Reading and Writing		250 minimum for each area
AP English Language and Composition (not AP English Literature)		3

DLI Withdrawal FoRM

DLI Instructional Time: Grades 1-3

Math in Target Language 20%

Content Areas in Target Language 15%

Target Language Literacy 15%

English Language Arts 35%

Math and Content Areas Reinforcement in English 15%

 

DLI Instructional Time: Grades 4-5

Math Reinforcement in Target Language 8.5%

Target Language Literacy 25%

Science in Target Language 16.5%

Math in English 16.5%

English Language Arts 25%

Social Studies and Content Areas Reinforcement in English 8.5%

 

DLI Instructional Time: Grade 6

Science in Target Language 12.5%

Target Language Literacy 25%

Social Studies in Target Language 12.5%

Math in English 20%

English Language Arts 25%

Content Areas Reinforcement 5%

 

Language Acquisition Grid

Dual Language Immersion Classes

Novice: I can speak in words, phrases and memorized formulas.

Intermediate: I can speak in sentences and strings of sentences.

Advanced: I can speak in paragraphs with ideas flowing from sentence to sentence.

Grade 1 Goal- Novice Mid

Grades 2-3 Goal- Novice High

Grades 4-5 Goal- Intermediate Low

Grades 6-7 Goal- Intermediate Mid

Grades 8-9 Goal- Intermediate High

Grade 10-11 Goal- Advanced Low

Grade 12 Goal- Advanced Mid

 

Utah DLI Secondary Pathway

7^th- World Language 3 DLI (required) and DLI Culture, History, and Media

8^th- World Language 4 DLI (required) and DLI Culture, History, and Media

9^th- World Language 5 DLI (required) + Option for AP Test (1.0 High School Credit)

If AP Test in 9^th:

10^th- 3000 Level Bridge Course #1 (3 university credits and 1.0 high school credit)

11^th- 3000 Level Bridge Course #2 (3 university credits and 1.0 high school credit)

12^th- 3000 Level Bridge Course #3 (3 university credits and 1.0 high school credit)

If AP Test in 10^th:

10^th- AP Language and Culture (1.0 high school credit)

11^th- 3000 Level Bridge Course #2 (3 university credits and 1.0 high school credit)

12^th- 3000 Level Bridge Course #3 (3 university credits and 1.0 high school credit)

 

DLI Assurances

 

There are clear, enforced, and reinforced expectations that students communicate in the target language in the classroom 100% of the time.	Classroom observations of students and teachers in Target Language Evidence of 70% of students meeting Utah DLI grade level proficiency Evidence of Motivational program that encourages accountability and reinforces target language use expectations
Schools and districts conduct annual AAPPL testing in grades 6-8 in accordance to state guidelines. Parents are informed on how to access AAPPL test results and how to interpret test results.	Evidence of AAPPL test results Evidence of 70% of students meeting Utah DLI grade level proficiency benchmarks
100% DLI teachers participate in professional development unless absence is pre-approved by state and district personnel. All state-sponsored professional development days for all Target Language teachers. AUDII Conference for first- and second-year teachers.	Documented attendance rolls from professional development days
DLI principals and district administrators are required to Attend AUDII new administrators’ sessions Dual Language Immersion Advisory Council meetings (two times per year) Provide Evidence of adherence to DLI fidelity assurances	Documented attendance rolls from trainings and meetings

 

DLI Progression

DLI Elementary K-6: Focus on acquiring a broad base of content area language and vocabulary (half day learning in core subjects plus literacy in the target language).

Secondary Continuation 7-9: Focus on cognition skills and deepening cultural competencies; AP Language and Culture exam as gateway for Bridge Program courses.

Bridge Program 10-12: Upper division university course work counting towards a major/minor in Utah higher ed system; special topics in language and cultural studies taught through university faculty and high school partnership.

University Career Pathways: Support career pathways that utilize advanced and professional level language skills; developing a bilingual and multicultural workforce.

 

DLI Proficiency

Proficiency Level	Functions	Corresponding Jobs/Professions	Who has this level of proficiency?
Superior	Discuss topics extensively, support opinions and hypothesize. Deal with a linguistically unfamiliar situation.	Interpreter, Accountant Executive, Lawyer, Judge, Financial Advisor	Educated native speakers, students from abroad after a number of years working in a professional environment
Advanced High     Advanced Mid     Advanced Low	Narrate and describe in past, present, and future tense, deal effectively with an unanticipated complication	University professor of foreign languages Doctor, sales representative, social worker Customer service representative, police officer, schoolteacher	Students with masters degrees or doctorates Native speakers who learned in the home environment Graduates with language degrees
Intermediate High           Intermediate Mid     Intermediate Low	Create with language, initiate, maintain, and bring to a close simple conversation by asking and responding to simple questions	Aviation personnel, telephone operator, receptionist   Tour guide cashier	After 6 years of middle/high school, AP, LDS returned missionaries After 4 years of middle/high school, AP, LDS returned missionaries After 2 years of high school
Novice High     Novice Mid       Novice Low	Communicate minimally with formulaic and rote utterances, lists, and phrases		After 1 year of high school

 

Level	Text	Function	Context/Content	Accuracy
Novice	Words or lists	Minimal communication, formulaic/rote	Common and informal	Difficult to understand
Intermediate	Discrete sentences	Can create with language. Answers and asks simple questions	Informal, familiar, and predictable	Understood by sympathetic listeners
Advanced	Paragraphs/connected discourse	Can describe and narrate in major time frames	Most informal and some formal settings	Understood without difficulty by any listener

DLI Brochure

What are the Benefits of DLI?

Second Language Skills: Students achieve high proficiency in the immersion language.

 

Performance on Standardized Tests: Immersion students perform well on standardized tests in English.

 

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.

 

Cultural Competency: Immersion students are aware of and generally show positive attitudes towards other cultures and an appreciation of other people.

 

Long Term Benefits: Immersion students are prepared for the global community and job markets where 21st century skills are an asset.

The Bridge Program offers an advanced language pathway for high school students who have passed the Advanced Placement (AP) Language and Culture Exam, "bridging" the gap between completion of the exam and higher education.

 

Students begin upper division university language course work in the high school setting, where each 3-credit college course extends over a full academic year of high school. This rigorous and supportive environment establishes a university and career pathway in two languages, and seeks to promote access to bilingual, biliterate, and bicultural citizenship in Utah.

DLI Elementary- Secondary Transition

Official Transition to Secondary 7-9 DLI State of Utah Model

                ELEMENTARY:

                Anna Smith 2-way Spanish

                Grantsville French

                Middle Canyon Spanish

                Northlake Chinese

                Overlake Russian

                Rose Springs Portuguese

                Sterling Portuguese

                West German

                DLI SUPPORT:

                Curriculum Director Renee Milne rmilne@tooeleschool.org

                Director Brandee Mau bmau@tooeleschools.org

                Director Lois Simpson lsimpson@tooeleschools.org

                Coordinator Jose Leo Valladares jvalladares@tooeleschools.org

                Coordinator Silvia Juhas sjuhas@tooeleschools.org

A REVIEW OF THE TRANSITION OF ELEMENTARY TO SECONDARY IN TCSD

(INFRASTRUCTURE)

A REVIEW OF THE CURRICULUM STUDENTS WILL RECEIVE IN PREPARATION FOR ADVANCE PLACEMENT TEST IN 9TH/10TH GRADE (CURRICULUM)

SUPPORT FOR STUDENTS AND PARENTS THROUGH THE PROGRAM (STAFFING)

WHAT WILL MY STUDENT BE LEARNING IN SECONDARY DLI (GRADES 7-9)

GOALS:

•             CONTINUE THE DEVELOPMENT OF LANGUAGE PROFICIENCY

•             CONTINUE THE ACQUISITION OF LANGUAGE THROUGH THE LEARNING OF CONTENT

•             PREPARE STUDENTS FOR LANGUAGE ADVANCED PLACEMENT TEST(AP) 9TH/10TH GRADE

•             PREPARE STUDENTS FOR A TRANSITION TO HIGH LEVEL COLLEGE COURSES IN 10TH -12^TH GRADE

 

Two Major Courses:

LITERACY COURSE: WORLD LANGUAGE 3 DLI (7th) CULTURE, HISTORY & MEDIA COURSE: MODULE A & B (7th)

•             ALL COURSES IN DLI ARE BUILT AROUND THE AP TEST THEMES, WHICH MAKES THEM CONTENT BASED

•             BASED ON UTAH WORLD LANGUAGE AND ACTFL NATIONAL STANDARDS

Staffing:

•             Counselors will assist with registration for DLI classes

•             We have DLI teachers for each language strand

•             There are specific criteria for Highly Qualified Teachers of Language and content in DLI

•             If an International Guest Teacher is hired, the new teacher will need your support transitioning to the Tooele community

•             The Bridge Program is a partnership between Utah’s k-12 and higher education systems

Other:

•             WHAT IF I WANT TO TAKE MY STUDENT OUT OF DLI?

•             Contact rmilne@tooeleschools.org Conversations about your situation are very helpful to us as we plan and support our DLI program

•             Complete Withdrawal steps/form including communication with DLI teacher, administration, and curriculum director

•             Student will have to take placement test to re-enter

•             Possibility of passing AP significantly decreases

 

DLI Strategic Model

DLI Program Success

Structural Procedures	Curriculum	Collaboration	Pedagogy and Instruction	Assessment
Teacher Recruitment Teacher Retention Student Retention Enrollment	Supplemental Resources Standards of Implementation Curriculum Maps	Secondary Collaboration Vertical Alignment Elementary Collaboration	Core Instructional Strategies TCSD Instructional Framework Language Specific Strategies	Data Analysis Proficiency Formative Assessments Summative Assessments

 

Bridge Program Summary

The Utah Language Bridge Program and Concurrent Enrollment Course Work
Utah’s Advanced Language Pathway for Post-AP Language Study
WHAT IS THE BRIDGE PROGRAM?
• The Bridge Program is a unique partnership between Utah’s state institutions of higher
education and school districts with DLI programs offering an advanced language course
pathway for high school students who have passed the AP Language and Culture or
Portuguese NEWL exam in grade 9, 10, or 11.
• The Bridge Program ‘bridges’ the gap between the end of the DLI Program in grade 9 and
the start of higher education by offering upper division university language course work in
the high school setting. This ensures uninterrupted language education and articulated K-16
language study as well as a career pathway in two languages.
• High School students complete one, two or three Bridge courses earning both high school
and upper-level university credit.
• Students who complete all three Bridge courses graduate from high school with nine upper
division college credits that count towards a major or minor in the language of study.
• Credit for these courses is accepted toward degree pathways at all of Utah’s six public
universities.
COURSE DELIVERY MODEL
• Each upper division (3000 level) Bridge course is developed by a statewide team of
university faculty and district language specialists. The course is delivered over a full
academic year by a pair of instructors, one from the university hosting the course and one
from the high school site working in a co-teaching model.
• Course content delivers cultural content and themes, develops critical thinking and
analytical skills, and advances students’ language proficiency.
• Bridge courses support research-based, college-going academic behaviors that correlate to
college readiness and help students to be prepared to succeed in postsecondary study.
• Courses further the state goal of graduating students from high school with language
proficiency levels more typical of students completing a language major in college.
• Each of Utah’s institutions of higher education have designed a seamless degree
continuation pathway for incoming university students who have completed 1 or more
Bridge Program courses.
PROGRESSION OF THE BRIDGE PROGRAM
• The 2016 legislative session passed Utah SB-152, sponsored by Senator Howard
Stephenson and Representative Eric Hutchings, to facilitate the infrastructure and provide
initial ongoing fixed funding for the critical continuation of Utah’s ambitious Dual Language
Immersion (DLI) Program beyond the 9th grade year.

• In 2016-17, the Bridge Program’s inaugural year, two universities delivered the first Spanish Bridge course, Spanish 3116, at 4 high schools across 2 school districts, serving 100 students.
• Six years later in 2021-22, the program offers courses for students in Chinese, French,
Portuguese and Spanish across 70 high school program sites and 21 districts serving 2,729
students.
• All six of Utah’s public 4-year universities now deliver courses, making this a statewide
program initiative.
IMPACT OF THE BRIDGE PROGRAM
• The Bridge Program meets the need for a secondary course pathway for DLI students, but
its impact goes beyond this.
• Enrollment in Bridge courses is open to any student who passes the requisite AP Language
and Culture or Portuguese NEWL exam, thus broadening its reach to heritage speakers and
other students who pass the exam at any point prior to their final year of high school.
• The Bridge Program promotes equity and access to multilingual and multicultural
citizenship in Utah by offering an early college experience through upper division university
language and culture courses to any qualified student in designated high schools as
determined by each district.
• The program increases the abilities of all students to benefit in terms of college credit,
college course content, and exposes them to college readiness academic behaviors which
predict college success.
CRITICAL NEEDS OF THE BRIDGE PROGRAM
• The program has experienced a percentage increase of 282% between 2016 and 2021.
• Incremental funding increases approved by the 2018 and 2019 legislative sessions have
allowed the Bridge Program to narrowly meet enrollment demands through 2022-23, as
currently projected.
• Current funding levels will allow the program to maintain enrollment at around 4,000
students but not meet the projected demand of 5,500 DLI graduates and beyond starting in
2023-24.
• The program seeks an increase in annual appropriation during the 2022 legislative session
to securely plan to meet the projected demand of the DLI and AP pipeline of students.
Utah’s Bridge Program is administered by the University of Utah’s Second Language Teaching
and Research Center (L2TReC): https://l2trec.utah.edu/bridge-program/