Dual Language Immersion

The Dual Language Immersion (DLI) program is designed to build academic fluency in both English and a second language. Students have the opportunity to develop their listening, speaking, reading, and writing skills in TWO languages. 

 

The program has three goals: 

  • Academic Achievement – High levels of achievement, on par or better than non-immersion students, across all content areas 
  • Bilingual/Biliteracy – High levels of language proficiency in both English and a second language 
  • Multicultural Competence – Understanding the differences and ability to navigate the nuances of cultures

Dual Language Immersion Index

Instructional Guides & Standards

Canyons School District’s curriculum maps are standards-based maps driven by the Utah

World Language Core Standards for Proficiency and the Proficiency Guidelines as defined in the 2012 American Council on the Teaching of Foreign Languages (ACTFL).

The standards provide a clear description of what can be done with language at various levels in speaking, writing, listening, and reading.

The three proficiency levels used in the maps are: Novice, Intermediate, and Advanced subdivided into low, mid, and high sublevels.

The Utah Core strands of Reading, Writing, Speaking, and Listening are integrated in the standards for learning languages’ goal area of Communication and Cultures:

  • Interpersonal (speaking and listening or writing and reading)
  • Interpretive (reading, listening, and viewing)
  • Presentational (writing, speaking)
  • Intercultural competencies (products, practices, and perspectives)

(USBE World Language Standards)

Adopted Curriculum

Dual Language Immersion is a state program and the curriculum is chosen and purchased by the Utah State Board of Education. 

Assessment

Elementary and Secondary

  • DLI Fall AAPPL testing: Chinese, French, and Spanish in grades 3 – 9
    • When: Every year in Fall
  • Advanced Placement (AP) World Language and Culture Examination (grade 9 – Chinese, French, and Spanish)

Professional Development

AUDII – The Annual Utah Dual Immersion Institute is a professional development opportunity that takes place the first week of August every year.

This is a great opportunity for 1st and 2nd year DLI teachers to come together from around the world to collaborate around best practices in Dual Language Immersion.

For ongoing professional development opportunities throughout the year, please visit the Utah Dual Immersion Program website.

Resources

See “Adopted Curriculum”

Contact Us

       

Ofelia Wade

State Spanish  DLI Director

ofelia.wade@canyonsdistrict.org

Elisabeth-Michèle Harward

District High School Specialist

Dual Language Immersion  

World Language

elisabeth.harward@canyonsdistrict.org

Amy Gutierrez

District Middle School Specialist

Dual Language Immersion  

World Language 

amy.gutierrez@canyonsdistrict.org

Julie Butler 

District Elementary Specialist 

Dual Language Immersion

julie.butler@canyonsdistrict.org

Summer Wu

State Elementary Chinese Coordinator  

Dual Language Immersion

jiajie.wu@canyonsdistrict.org

Maite Gallo Velasco

State Elementary Spanish Coordinator 

Dual Language Immersion

maria.gallovelasco@canyonsdistrict.org

Areli Nevarez

State Secondary Spanish Coordinator 

Dual Language Immersion

areli.nevarez@canyonsdistrict.org

General Contact



dli@canyonsdistrict.org

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

Specialty Schools

High Schools

Elementary Schools

Middle Schools

Americans with Disabilities Act (ADA) Statement

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