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Dual Language

 
 
The Dual Language Program
 
In the West Linn-Wilsonville School District, children in our K-5 primary schools have the opportunity to become bilingual and
bi-literate in two languages, Spanish and English, through a district Dual Language Immersion Program.
 
The program is located at two of our schools:
  • Lowrie Primary School, Wilsonville
  • Trillium Creek Primary School, West Linn
We have a 50:50 model which means that 50% of the instruction is in Spanish and 50% of the instruction is in English.  The program at Lowrie is a Two-Way immersion program, meaning that half of the students speak Spanish as their primary language and half of the students speak English as their primary language.  The program at Trillium Creek is primarily a One-Way immersion program as almost all of the students are native English speakers, learning Spanish as their second language.
 
West Linn-Wilsonville Dual Language Brochure    English - Español
 
 
Enrollment in the Dual Language Program
 
The Dual Language Program is for residents of the West Linn-Wilsonville School District.  Only should space become available will students from other districts be considered for enrollment.
 
Kindergarten
  1. Parent Information Meeting:  6:00 pm, January 30, 2017 at Lowrie Primary School.
  2. Registration begins in January.  The registration information for the Dual Language Program is included in the regular Kindergarten Packet.
  3. If there is more interest in the program than space available, a lottery will be held on February 2, 2017, 10:30 am at the District Office, in the Boardroom.
       a.  There are 30 places available in each kindergarten class.  In the Two-Way program at Lowrie, 15 places are held for
            native Spanish-speakers 15 places are held for native English-speakers.
       b.   Every year the program is open to all students.  Siblings are not given preference into the program.  However, if a
             student gets into the program their sibling may also get permission to attend that school.
       c.   Immediately after the lottery, parents are notified whether their child was placed in the program or placed on the wait
             list.
       d.   Parents must confirm their child's placement in the program with the district by a specific date.
  4. Parents who withdraw their child from the program at any time must re-enroll their child (and any siblings) back into their
    home school.

Late Placement
The Term, "late placement" refers to placement in the program any time after December of first grade.

  1. Should an opening in the program occur at any time, the parents of the next child on the Wait List will be contacted.  If the parent(s) pass on the opportunity, their child is removed from the Wait List altogether.
  2. The student is assessed for Spanish literacy.  Students must score on grade level Spanish literacy to join the program OR have previously and continuously been enrolled in a Dual Language Program since Kindergarten.
  3. The family meets with the school principal to learn about the program and make sure the parent(s) support the child's participation in Dual Language.
  4. Student begins to attend school in the Dual Language Program.

Dual Language Orientation will be held at both schools in May.  Parents of children in the program are notified.

 Program Design:  K-5 Spanish/English Content Areas
 

 

Reading

Writing

Math

Science

Social Studies

Music, PE

Kindergarten

Spanish

Spanish

Spanish

English

English

English

1st Grade

Spanish

Spanish

Spanish

English

English

English

2nd Grade

Spanish

Spanish

Spanish

English

English

English

3rd Grade

English, Spanish

English,

Spanish

Spanish

English

English

English

4th Grade

English, Spanish

English,

Spanish

Spanish

English

English

English

5th Grade

English, Spanish

English,

Spanish

Spanish

English

English

English

 
Target Language Expectations
 
Kindergarten - Students may not initiate production of the target language, but will show evidence of understanding basic classroom routines, greetings, and high-repetition vocabulary.  If the target language is the student's first language, he/she is expected to be the language model for the other students.  All students should know what the target language is during that part of the day.
 
The teacher may expect the student to:
  • Repeat words and phrases
  • Use common phrases in the target language
  • Join in a song or chant


First Grade
- Students will begin to respond in the target language and may or may not initiate production consistently.  If the target language is the student's language, he/she is expected to be the language model for the other students.   All students should know what the target language is during that part of the day.

The teacher may expect the student to:

  • Repeat words and phrases
  • Use common phrases in the target language
  • Attempt to communicate in the target language
  • Follow directions in the target language

Second Grade
- Students are expected to communicate in the target language with increase in this expectation over the course of the year.  If the target language is the student's first language, he/she is expected to be the language model for the other students.  All students should know what the target language is during that part of the day.
 
The teacher may expect the student to:
  • Participate in class with phrases or complete sentences
  • Talk to peers in the target language
  • Use the phrase "How do you say..." in the target language when the student does not know a specific word

Third - Fifth Grade
- Students are expected to remain in the target language at all times.  All communication with the teacher should be in the target language.  If the target language is the student's first language, he/she is expected to be the language model for the other student's.  All students should know what the target language is during that part of the day.
 
The teacher may expect the student to:
  • Participate in class with complete and possibly complex sentences
  • Only hear the target language in the room
  • Use the phrase "How do you say..." in the target language when the student doesn not know a specific word

At all Grade levels:
To encourage the use of the target language in the classroom the teacher will:
  • Model by staying in the target language
  • Provide visuals, sentence stems, language support systems to help access and apply the target language
  • Emphasize the importance of the language
  • Teach Growth Mindset and Celebrate Effort, Perseverance. Grit and Accomplishments
 
 For further information about the Dual Language Program, please contact Assistant Superintendent David Pryor at (503) 673-7031 or pryord@wlwv.k12.or.us 
 

Resources
 
 

¡Colorín Colorado! - A bilingual site for families and educators      http://www.colorincolorado.org/

 

 
 

 

 

         
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