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Dual Language Immersion (DLI) Program

Dual Language Immersion (DLI) is a language acquisition program with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding.

Programs for EL Students Home | Structured English Immersion | Dual Language Immersion | Developmental Bilingual | Transitional Bilingual

Dual Language Immersion (DLI) is a language acquisition program that provides integrated language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. Education Code Section 306(c)(1).

Program Participants:

  • English learner (EL) students: speakers of one or more specific language(s) other than English (LOTE)
  • Native speakers of English

DLI-Specific Guidance

  • DLI typically begins in Transitional Kindergarten, and continues to grade eight, but coursework may continue through grade twelve.
  • Alignment by local educational agencies of DLI programs with DLI or home language preschool programs is of benefit to children.
  • For maximum program effectiveness, the composition of each class should include 50 percent native speakers of the LOTE and 50 percent native speakers of English. If this is not possible, each student group should comprise at least 33 percent of the class.
  • Language allocation model options at the elementary level include, but are not limited to:
    • 50 percent LOTE/50 percent English instruction from kindergarten through grade six.
    • 90 percent LOTE/10 percent English or 80 percent LOTE/20 percent English.
      • Each year after grade one, the English language percentage increases until it reaches 50 percent instruction in each language (typically grades four or five).
    • 80 percent LOTE/10 percent English/10 percent additional LOTE (trilingual model).

Sample of Language Allocation Models for DLI Programs

Model Kindergarten One Two Three Four Five Six

50/50

50/50

50/50

50/50

50/50

50/50

50/50

50/50

90/10

90/10

90/10

80/20

70/30

60/40

50/50

50/50

80/20

80/20

80/20

70/30

60/40

50/50

50/50

50/50

80/10/10

80/10/10

80/10/10

70/20/10

60/30/10

50/40/10

45/45/10

45/45/10

  • When considering a language allocation model, allow sufficient time for designated English language development (ELD) instruction for EL students at all grade levels.
  • It is important to maintain the planned LOTE minutes of instruction to ensure that students receive instruction in and experience the LOTE for sufficient time to develop proficiency. This instructional time includes physical education, art, assemblies, or other school activities.
  • DLI at the middle and high school level typically includes from two to three courses in the LOTE.

California Department of Education (CDE) Resources to Support DLI Program Implementation

Improving Education for Multilingual and English Learner Students: Research to Practice (2020)
This publication provides current research and practice to work with EL and multilingual learner students.

  • Chapter One (PDF): The Power and Promise of California’s Multilingual Learners
  • Chapter Two (PDF): Asset-Based Pedagogy: Student, Family, and Community Engagement for the Academic and Social-Emotional Learning of Multilingual Students
  • Chapter Three (PDF): Multilingual Programs and Pedagogy: What Teachers and Administrators Need to Know and Do

English Language Arts (ELA)/ELD Framework for California Public Schools, Kindergarten Through Grade Twelve (2015)
The ELA/ELD Framework provides guidance to local educational agencies and educators on the implementation of the State-Adopted California Content Standards.

World Languages Standards
This CDE web page provides information and resources related to World Languages Standards for California Public Schools: Kindergarten Through Grade Twelve.

Spanish Language Development (SLD) Standards
The SLD Standards assists teachers to design instruction for students developing linguistic proficiency in listening, speaking, reading, and writing in Spanish. The SLD Standards do not replace the California Common Core State Standards in Spanish Language Arts, also known as the Common Core en Español.

Common Core en Español External link opens in new window or tab.
This translated, and linguistically augmented version of the Common Core Standards establishes a guide for equitable assessment and curriculum development, resulting in high levels of biliteracy.

Biliteracy Pathway Recognitions
The Biliteracy Pathway Recognitions recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, reading, and writing in one or more languages in addition to English.

Questions:   Language Policy and Leadership Office | 916-319-0845
Last Reviewed: Thursday, February 29, 2024
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