Addressing the Absence of Formal Curriculum in Dual Language Immersion Program

Authors

• Janet Roque, Nova Southeastern UniversityFollow

Abstract

This strategic research project (SRP) was designed to provide a comprehensive, actionable solution to the critical challenge of inconsistent instruction resulting from the absence of a formal, aligned curriculum within the district’s Dual Language Immersion (DLI) program. This gap had previously led to instructional variability, disparate student outcomes, and increased teacher frustration due to a lack of shared resources and pedagogical direction. The project’s central objective was to develop, implement, and evaluate a vertically and horizontally aligned DLI curriculum framework designed to ensure instructional fidelity, promote sustained academic achievement, and guarantee equitable opportunities for biliteracy development across all participating grade levels.

The SRP utilized a rigorous design methodology, commencing with a comprehensive needs assessment that engaged all key stakeholders, including DLI teachers, administrators, and program specialists. This initial assessment informed the subsequent strategic plan, which focused on the collaborative creation of specific, standards-aligned instructional units in both English and the partner language. The plan's structure emphasized establishing clear, measurable benchmarks for student progress and integrating accountability structures to ensure long-term program sustainability. Preliminary findings from the pilot implementation phase revealed a marked reduction in instructional inconsistencies and an immediate, measurable increase in teacher confidence in delivering complex bilingual content. Furthermore, data collected on student performance indicators demonstrated a positive upward trajectory in key areas, including cross-linguistic transfer skills and the mastery of academic vocabulary in both languages.

In conclusion, this SRP confirms that a formalized, custom-built curriculum is essential not only for improving instructional consistency but also for realizing the full potential and promise of the DLI model. The core recommendation stemming from this research is the immediate, official adoption of the developed curriculum framework across the entire DLI program. This adoption must be supported by ongoing, targeted professional development to ensure deep fidelity of implementation and sustain the positive momentum generated by this project. Furthermore, the establishment of a continuous, data-driven evaluation cycle is recommended to monitor student achievement gains, make necessary data-driven adjustments, and solidify the program's foundation as a highly effective model for fostering biliteracy and academic excellence for years to come.

Recommended Citation

Roque, Janet (2026) "Addressing the Absence of Formal Curriculum in Dual Language Immersion Program," FDLA Journal: Vol. 10, Article 5.
Available at: https://nsuworks.nova.edu/fdla-journal/vol10/iss1/5