Secondary Dual Language and Immersion:
Achieving the Promise of Continuation Programs

July 29–August 2, 2024
Synchronous* 1-week online summer institute

Sarah Hutton and Cory Mathieu
Sarah Hutton and Cory Mathieu

As dual language and immersion (DLI) programs transition into secondary schools, teachers and administrators are often faced with unique challenges that are less frequently addressed in general DLI literature, research, and professional development programs. During this five-day institute specifically designed for the secondary (middle and high school) dual language and immersion context, participants will explore the what, how, and why of secondary continuation programs. In particular, the group will consider program structure, curriculum and assessment perspectives, and instructional practices that are necessary to ensure that DLI students continue toward high levels of bilingualism and biliteracy. Throughout this institute, participants will engage in constructive conversation, connect research to personal experiences, and apply new ideas directly to their teaching context.

After this institute, participants will be able to:

  • Identify logistical criteria for successful secondary DLI programs;

  • Discuss issues of equity related to secondary DLI programs;

  • Understand content and language integration in the secondary classroom;

  • Recognize opportunities and identify strategies for collaborating across the curriculum with other DLI and English-medium teachers in their program; and

  • Develop an instructional sequence for incorporating a language focus into a content-based unit.
Program Schedule (9am-4pm)
Monday Secondary DLI programs
  • Considering Goals of Secondary Continuation Programs
  • Exploring Program Structures and Logistics with an Emphasis on Equity
Tuesday Curriculum: Content and Language
  • Foundations of Secondary DLI Curriculum
  • Content and Language Integration
  • Collaborating Across the Curriculum
Wednesday Partner Language Proficiency
  • Targeting Language Features with the CAPA Model
  • Redesigning Materials for Content and Language Integration
Thursday Assessment
  • Assessing for Content and Language in the Classroom
  • Performance Assessment and Rubric Creation
  • Advocating for Successful Programs
  • Teacher Evaluation
  • Program-Level Assessment
  • Sharing of Final Products
  • Reflection and Looking Ahead


Cory Mathieu (Institute Leader and Co-instructor) is an Assistant Professor in the Professional Program in Education at the University of Wisconsin-Green Bay. She received her Ph.D. from the Second Language Education Program at the University of Minnesota. Her research focuses on the development and use of DLI-specific materials; critical language awareness in teacher education; and policies and practices of bilingual education. As a former high school Spanish teacher, Cory personally understands the constraints and possibilities of secondary language education.

Sarah Hutton (Co-instructor) is the Multilingual Learner Lead at Emerson Dual Language School in Minneapolis Public Schools. She worked in secondary dual language programs for ten years, most recently as a program coordinator and instructional coach, and formerly as a Spanish Language Arts teacher. She obtained her Masters in Education as well as a certificate in Dual Language Immersion Education from the University of Minnesota. Sarah is particularly passionate about increasing access for students to learn in their heritage language.

Target Audience
This institute is designed for dual language and immersion teachers, program coordinators, and administrators at the secondary (middle school and high school) level. The institute is not intended for elementary or postsecondary instructors.


  • This 1-week synchronous online institute will run from 9 am–4 pm (Central Time). The schedule includes many synchronous (real-time) presentations, group/partner work, and activities throughout the day. It also includes some off-screen time for independent work and a break for lunch each day.
  • You must be available to participate for the entire day Monday–Friday as all activities build on each other.
  • Make sure you can meet the tech requirements for this institute.

Priority Teacher Professional Development Scholarship Program–NEW!

Logo - PriorityThe Priority Teacher Professional Development Scholarship program is designed to promote equity and access to affordable professional development for world language educators who are currently teaching at a Community College, Minority Serving Institution, or Historically Black College/University in the United States and/or are currently teaching a Less Commonly Taught Language in the United States. The program provides funding for selected teachers in these categories to attend a CARLA Summer Institute for no charge.

Learn more and apply on the Priority Teacher Professional Development Scholarship website.

Quote MarksRight quote marksThis institute was such a valuable experience. The information was relevant and immediately useful at the school and district level, as we work to design effective secondary DLI pathways. I truly appreciate the focus on equity and social justice, and the opportunities to self-reflect and set goals for ourselves and our programs through those lenses.
Laura Macartney, 2023 Institute Participant


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Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414