Information for DLI Parent Educators

Guidelines for implementation of Dual Language and Immersion Family Education

The face-to-face sessions were piloted over a two-year period and the following recommendations are based on observations, facilitators' feedback and parent surveys.  They reflect what we consider to be Best Practice in this area of family education.

While much of the information presented in the PowerPoints is applicable to other language immersion contexts (one-way, transitional bilingual and indigenous/heritage), this program was designed for two-way dual language and immersion programs and the following suggestions are based on our experiences within that context.

  1. A two-way dual language and immersion family education program should reflect the same goals that we have for our students:  two linguistically and culturally diverse groups coming together to learn with and from each other. To this end, sessions should be offered in a bilingual setting.  One possibility is to alternate sessions between English and the partner language as the primary language of instruction. However, the facilitators should be prepared to move seamlessly between the two languages as the need arises.
  2. ​Facilitators must have strong language skills in both languages and be knowledgeable about DLI.  Ideally there would be two facilitators, especially if the number of participants is larger than one table.  At least one of the facilitators should be a classroom teacher.
  3. For each session there is one PowerPoint presentation in English and another in the partner language.  It is most effective to have two projectors, displaying the presentations side-by-side. There is also a set of handouts in each language to accompany the PowerPoints.
  4. Recruitment and registration procedures should reflect cultural norms of both groups of families.   We found that follow-up phone calls and person-to-person contact were more effective than emails with our Latino and Hmong families.
  5. Because many families find it challenging to attend evening sessions, we offered a light supper beforehand and provided child care and transportation.
  6. Most of our participating districts scheduled the four sessions once a week for four consecutive weeks.  Families should be strongly encouraged to attend all four sessions.
  7. We ended the final session with a celebration and those participants who attended all four sessions were awarded a special certificate of achievement.


Materials for Dual Language and Immersion Family Education

We appreciate your interest in the Dual Language and Immersion Family Education program and are happy to share these materials with you. ​Please read the following guidelines for using our content:  ​

  1. The University of Minnesota maintains copyright of all content and all users of this material should recognize the University of Minnesota program development team during the presentations.
  2. You may use, without written permission, the PowerPoint presentations and all accompanying materials.
  3. You may modify the materials to reflect your language and educational context.  
  4. You must provide appropriate attribution for any additional content, graphics or images that you might add.

Educator Materials:

All materials are in PDF or Ppt format. You will need Acrobat Reader or PowerPoint to open them.

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