Dual language immersion (DLI) programs provide language and content instruction in English and a partner language with a goal of promoting high academic achievement, bilingualism and biliteracy, and socio-cultural competence. While there is considerable evidence about the success of DLI programs, there is very little research on the specific school-wide characteristics or effective instructional methods that promote high academic achievement in the two languages (National Academies of Sciences, Engineering, and Medicine, 2017).

This presentation will report on preliminary findings from Year 2 of a federally-funded study that is compiling evidence from high achieving Spanish/English DLI programs regarding programmatic and instructional practices with the goal to provide a basis for replication of these practices in other programs with similar characteristics.