INSTRUCTIONAL MATERIALS

Once the content to be taught in the target language is determined by the dual immersion (DI) program model and instructional minutes for each content area for each language, it will be important to survey the availability of target language instructional materials in classrooms and school library/instructional media center to determine what core and/or supplemental materials may need to be purchased.


  • Core instructional materials (language arts, mathematics, social studies, science, etc.) for the classrooms. Which core materials will need to be in the target language will be determined by:
    • Program model (percentage of time in the target language)
    • Grade level (in the 90:10 model, more core instruction is done in the target language at the primary level)
    • Refer to charts in Module 2: Program and Implementation Models, “Dual Immersion Program Models”
  • Classroom library materials in the target language:
    • Supplemental/research materials corresponding to the content being taught in the target language at each grade level
    • Authentic literature for voluntary/pleasure reading by grade level
  • School library materials in the target language:
    • Supplemental/research materials corresponding to the content being taught in the target language at each grade level
    • Authentic literature for voluntary/pleasure reading by grade level

Guiding Principles for Dual Language Education: Strand 2, Curriculum, Principle 3

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