Dual-Language Immersion (DLI) Program

Also referred to as Two-Way Immersion. A language acquisition program that provides 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. This program begins in Kindergarten and continues to eighth grade.

History of the Program at CJUSD

The Colton Joint Unified School District values multilingualism for all students and is committed to asset-based educational approaches to meet the needs of Multilingual English Learners. In pursuit of this goal, the CJUSD Board of Education made a decision to initiate a Spanish Dual Immersion Program at Ruth Grimes Elementary School in 2007 and Joe Baca Middle School in 2015. Consistent with Global 2030, the state initiative adopted in 2018 aimed at equipping students to meaningfully participate in a globalized society, the district has continued to expand the program. In 2021, CJUSD offered Dual Immersion at Alice Birney Elementary and Grand Terrace Elementary. Program expansion will continue in the 2024-2025 school year, with Zimmerman Elementary School. 

We are pleased to provide opportunities for students to develop high levels of academic success in English and Spanish as well as  embrace linguistic and cultural differences as they prepare to become positive contributors to an increasingly diverse global society. 

Vision Statement

Colton Joint Unified School District’s Dual Immersion Program will empower students to embrace diversity, become socioculturally competent, and practice critical consciousness such that they become multicultural, multiliterate and empathetic future leaders.

Mission Statement

Colton Joint Unified School District provides Transitional Kindergarten through 12th grade students research-based rigorous and culturally relevant learning experiences.

Program Goals

• Become multilingual and multiliterate
• Meet the challenges of a global society
• Increase understanding and embrace cultural traditions and customs
• Develop positive cross-cultural attitudes 
• Gain career advantages
• Become a candidate to obtain the Seal of Biliteracy

What is a Dual Language Immersion Program? 

Our Dual Language Immersion program supports the idea of speaking multiple languages, which is recognized and valued in California. The program aligns with the Global 2030 state initiative which aims to have more multilingual citizens by 2030. We believe in immersing students in two languages, English and Spanish, from an early age to enhance fluency and appreciation for different cultures. This prepares students to connect meaningfully with peers globally. (https://www.cde.ca.gov/sp/el/er/documents/globalca2030.pdf) 

In this program, both native English speakers and those who speak multiple languages get the chance to learn to read, write, and communicate effectively in both English and Spanish. It's an "additive bilingual" program, meaning a child's first language continues to be strengthened while they gain a second language. Students also develop an understanding and appreciation for other cultures, boosting self-esteem and positive interactions with people from different backgrounds.

Participation starts in Transitional Kindergarten or Kindergarten, depending on the site's program offerings. Students are encouraged to continue through high school courses  to maintain high proficiency levels in two or more languages.

In the program, Spanish-dominant and English-dominant speakers share the same classroom. Ideally, a dual classroom has a mix of 33% Spanish-dominant, 33% multilingual learners, and 33% English-dominant students. However, in any configuration, at least 35% should be dominant Spanish speakers to serve as strong language models. Efforts are made to maintain this ratio.

The Dual Language Immersion Program at Colton Joint Unified School District prepares students for the globalized world of the 21st Century. Through rigorous academic instruction in two languages, it promotes high academic achievement through multilingualism, multiliteracy, and sociocultural competence.

What does the program look like?

In the 90:10 model, students in TK and kindergarten spend 90 percent of their instructional day with content delivered in Spanish. Ten percent of the day is devoted to instruction in English based on grade level standards. 

In 1st grade, students spend 80 percent of their class time using Spanish and 20 percent using English. As in the previous grade levels, most content is taught in Spanish. In 2nd grade, English time is still largely devoted to developing students' pre-literacy skills and academic language proficiency; students begin formal English reading in 3rd grade. In 4th, 5th and 6th grade, instructional time is balanced equally between English and Spanish.

• TK:        90% Spanish - 10% English
• Kinder: 90% Spanish - 10% English
• 1st:        80% Spanish - 20% English
• 2nd:      70% Spanish - 30% English
• 3rd:       60% Spanish - 40% English
• 4th:       50% Spanish - 50% English
• 5th:       50% Spanish - 50% English
• 6th:       50% Spanish - 50% English
• 7th:       2 or more classes taught in Spanish
• 8th:       2 or more classes taught in Spanish
• HS:       Available courses to support multilingual development