North Carolina’s impressive climb to fifth in the nation for dual language immersion (DLI) programs is more than just a ranking—it’s also a reflection of the profound impact these programs have on our students and our state’s future.
With higher graduation rates, stronger test scores, and better earning potential, a greater percentage of North Carolina students are experiencing the lifelong benefits of bilingual education. This success directly feeds into our state’s top-ranked workforce, a key factor in North Carolina being named the best state for business by CNBC in 2023.
Our DLI programs are not just educational initiatives; they are powerful drivers of economic development, made possible by the strategic collaboration between the public and private sectors, including school districts, the Department of Public Instruction (DPI), and partners like Participate Learning.
The Global Education Task Force—a group convened by the Public School Forum of North Carolina and made up of various public and private partners to promote and enhance global education across the state—played a pivotal role in laying the groundwork for this success, with DPI’s support serving as a critical element of the initiative. Visionary school districts— such as Union County, led by forward-thinking leaders like Drew Houlihan—as well as the early adopters of DLI programs (like Bruns Avenue Elementary School in Charlotte, NC), embraced the long-term benefits despite the challenges.
Reflecting on the collaborative effort, Drew Houlihan stated, “We couldn’t do this without partners like Participate Learning, the Department of Public Instruction, the State Board of Education, and our amazing Union County Board of Education and County Commissioners.”
The efforts to communicate the value of these programs to local communities, along with ongoing support from state-level initiatives and private education organizations, have set a strong foundation for the future of bilingual education in North Carolina.
How Dual Language Programs Emerged in North Carolina
In the early 1990s, North Carolina—like many other states—used world language education programs to teach students secondary languages. However, it was generally found that after two or three years of study, most students could not speak the language, nor did they have a strong understanding of the culture. Although these programs helped qualify students for high school graduation or college admission, students lacked the wealth of perspectives offered by learning about another culture. The leadership team of Bruns Avenue Elementary School recognized the need for change and started the first German immersion program in the entire country. While they saw the value in a program that immersed students in another language and culture, they lacked the resources to provide highly qualified dual language teachers. Not long after Bruns Avenue Elementary reached out to private educational organizations to find skilled educators from Germany, the first Spanish immersion programs and French immersion programs in urban and rural school districts were established in North Carolina.
Once DLI programs were established, new challenges surfaced, including the need to communicate about their value with the local communities and establish a framework for ongoing success. To spread the word about the benefits of these programs to parents and the local communities, school leaders working in schools with DLI programs collaborated with DPI—as well as with private organizations such as Participate Learning—to run significant marketing campaigns. Over time, the Global Education Task Force helped create the right conditions for DLI programs to thrive by fostering collaboration and support across the educational landscape in North Carolina. By identifying key areas where DLI programs needed more support—such as teacher training, curriculum development, and program management—the task force facilitated the creation of environments where teachers could grow, receive training, and access curricular resources. This supportive framework contributed to improved teacher satisfaction and retention, helping DLI programs achieve long-term success. As DLI programs continued to grow throughout the state, data showed that not only were students becoming highly proficient in their second languages but they were also developing cognitive benefits, executive function, and academic growth in math, science, and reading. Graduates became ready to live and work in an interconnected world. Programs continued to expand by 15–20 a year for nearly a decade to today. Now, K–8 dual language programs exist across nearly 250 schools in North Carolina.
Advice for Dual Language Programmatic Success
As other states look to replicate North Carolina’s success in DLI programs, several key factors should be considered. Achieving similar outcomes requires careful planning, strategic partnerships, and a commitment to long-term goals. The following list outlines essential considerations for states aiming to build and sustain DLI programs, drawing from North Carolina’s experience and the lessons learned along the way:
1. Establish Strong Public–Private Partnerships
As you can see from the history of DLI programs in North Carolina, collaboration between public and private entities working hand in hand has helped to achieve state-wide success. The logistics of setting up a successful program can be challenging. By collaborating with organizations that specialize in dual language immersion, you can leverage their expertise and resources. These organizations can help connect your district to qualified bilingual educators, provide a strategic coach, offer teacher or administrator professional development, and more. Plus, it can save your administrators and teachers a lot of time and take out the guesswork of maintaining the program so that you can dedicate more time to the development of your students.
2. Integrate Dual Language Immersion into District Strategic Plans
Encourage your district to make DLI programs a core part of its strategic planning. By prioritizing DLI within their own frameworks, districts can drive the success of these programs more effectively. This approach aligns with the vision articulated by the North Carolina Department of Public Instruction (NCDPI) DL/I Team, who highlight that “North Carolina champions DL/I education, empowering students to graduate as academically successful, biliterate, bilingual, and culturally competent global citizens.” Districts should collaborate with their Departments of Education, alongside private partners, to secure policy support, funding, and advocacy. This district-level focus ensures that DLI initiatives are tailored to local needs and are strongly supported, paving the way for broader implementation and success.
3. Leadership at the District Level
Identify and support leaders who are willing to champion DLI programs and invest in their long-term success. The success of over 4,800 DLI programs across the country provides strong evidence that the same type of program can succeed in your school district as well. To strengthen your support, consider visiting and speaking with schools with DLI programs—such as Person County Schools and Buncombe County Schools. These visits will provide valuable insights into the benefits, effective implementation strategies, and curriculum that have helped these schools establish strong, successful DLI programs. These firsthand experiences can provide practical knowledge and inspiration for establishing or enhancing DLI programs in your own context.
4. Effective Communication with Local Communities
The success of your program depends on the interest level of students and parents. Newsletters, educational materials available for free, and a strong social media presence can help inform and engage local communities and parents about the benefits of DLI programs.
5. Teacher Qualifications and Training
Dual language programs require teachers with qualifications that extend beyond standard certification. In addition to being certified for grade-level instruction, it’s highly recommended that teachers possess native-level proficiency in the target language. This is essential not only for delivering content effectively but also for modeling the language authentically for students.
Beyond qualifications, involving teachers in the broader vision of the program can strengthen their commitment and effectiveness. Assigning teachers roles that align with program goals encourages a sense of ownership and purpose. When teachers understand their value, they are more likely to remain in their roles for a longer period of time, benefiting not just them but administrators as well.
Hiring international teachers is particularly valued in dual language programs. By bringing native-level language skills and diverse cultural perspectives, they provide an authentic language-learning environment for students. This not only enhances language instruction but also introduces rich cultural experiences that foster cultural exchange within the classroom. These exchanges broaden students’ worldviews by exposing them to global experiences and ideas—a key element of a well-rounded education in today’s interconnected world.
6. Partner with Education Organizations for Training and Support
Partner with education organizations that can provide specialized training for DLI teachers and support for DLI leaders. This collaboration is essential for maintaining high program quality and ensuring that educators and administrators are well-prepared to lead successful DLI initiatives. Among the many benefits of this partnership are:
• Curricular materials that help teachers plan lessons and support the development of grade-level standards.
• Professional development that provides teachers with the latest insight into skills, lessons, and material to help students succeed.
• Strategic planning that details fully articulated programs to bridge students between elementary, middle, and high school language courses.
• Program management that monitors DLI programs to ensure they are implemented correctly, become self-sustaining, utilize assessments for student development, and incorporate data analytics for the improvement of the program.
7. Long-Term Commitment and Patience
DLI programs play an important role in workforce development by preparing students for a global society and marketplace. In addition to equipping students with a second language, these programs enhance cognitive skills and foster cultural sensitivity. However, achieving these outcomes requires a long-term commitment to the success of the program. This commitment is significantly strengthened when supported by a network of institutions—including private education organizations and state programs—as well as the active involvement of parents and students. By building this collaborative support system, sustaining long-term commitment becomes much more achievable.
8. Measure and Share Success
Once established, regularly assess the impact of your DLI program. To do this effectively, adopt a comprehensive approach:
• Implement assessments that measure students’ biliteracy, bilingualism, and cultural competency.
• Monitor teacher participation in development courses or training.
• Analyze standardized test scores across other subjects.
• Collect feedback from both students and teachers.
This detailed, multifaceted evaluation will provide valuable insights into the program’s effectiveness and areas for improvement.
Preparing Global Citizens through Dual Language Education
As the world becomes more and more interconnected, DLI programs offer a powerful pathway for students to become more curious and empathetic people who are prepared to contribute as global citizens, workers, and leaders. Beyond fostering cognitive development and academic achievement across all disciplines, DLI programs have the potential to enhance a school culture, boost student retention, and strengthen the bond between students, teachers, and the community. I hope this information proves valuable as you work to broaden your students’ horizons through the transformative power of DLI learning.
David B. Young is the CEO of Participate Learning, based in Chapel Hill, North Carolina. Young has led the organization’s growth from a family project to a small but thriving business. Participate Learning is proud to be the leading provider of K–12 global education programs and one of the largest international-exchange teacher programs recognized by the US Department of State.
