English Learner Education

Dual Language Education Programs

What is Dual Language Bilingual Education?

Dual Language Bilingual Education (DLBE) is defined in M.G.L. Ch. 71a, as "a model designed to promote bilingualism and biliteracy, cross-cultural competency, and high levels of academic achievement for both native English speakers and ELs from a single language background. Provided, however, that students shall develop and maintain their first language while adding a second language and shall receive the same core curriculum as all students in the state…(and) that the instruction for such students shall be provided in two languages throughout the program." It is an evidence-based educational model that leverages students' home languages and cultures as assets and supports students who are proficient in the partner language as well as those who are proficient in English to learn academic content in both languages and develop holistic bilingualism.

DLBE programs use a planned language allocation (such as 80/20 or 50/50) across grade levels so that students develop strong literacy and content knowledge in both languages over time. In Massachusetts, DLBE is implemented through two main program models: Two-Way Immersion (TWI) and One-Way Immersion (OWI). Both models share the same three goals and legal requirements for educating English learners, but they differ in who they primarily serve and how student groups are composed.

Program Models

  • Two-Way Immersion (TWI)
    TWI programs enroll both English learners whose home language is the partner language and students who enter school already proficient in English. Classrooms are intentionally designed to include a relatively balanced number of students from each language group so that all students serve as language models for one another. Instruction alternates or is shared between English and the partner language according to the school's language allocation plan, with the goal that all students reach high levels of bilingualism, biliteracy, and academic achievement.

  • One-Way Immersion (OWI)
    One-Way Immersion (OWI) programs often serve more linguistically homogeneous groups of students. OWI programs in which all students are proficient in the partner language but not in English at the time of enrollment have historically been called developmental bilingual programs. They use both languages to teach content, and they help students develop proficiency in English while maintaining and continuing to develop their skills in their home language.

    Note: OWI programs in which all students are monolingual and proficient in English at the time of enrollment have historically been called "Foreign Language" or "World Language" programs and are not subject to the same requirements as English Learner Education programs serving English learners.

Overview of DLBE Program Models

Regardless of program model, DLBE strived for high academic achievement and advanced bilingualism/biliteracy in English and the partner language and strong cross-cultural understanding for all students.

Program modelWho the program servesClassroom language groups
Two-Way Immersion (TWI)English learners whose home language is the partner language and English-proficient studentsClassrooms are designed to include substantial numbers of students from both language groups learning together
One-Way Immersion (OWI)Primarily students from a single home/heritage language group (usually English learners), and in some cases a small number of English-proficient peersMost students share the same partner language; English is added and increased over

Guidance and Resources for DLBE

  • Guidance for Implementing Dual Language Education Programs
    This guidance has been revised to include
    1. best practices for maintaining successful programs
    2. Providing support and services for ELSWD
    3. Expansion into higher grade spans
    4. ESL instructional recommendations

I want to open a New DLBE Program. What should I do?

Dual Language Bilingual Education (DLBE) and other alternative English learner education (ELE) programs must be planned and launched through a formal program proposal process with the Department of Elementary and Secondary Education (DESE). According to M.G.L. Ch. 71a,, districts that want to start a new ELE program (such as DLBE, Transitional Bilingual Education (TBE), another research-based bilingual model, or newcomer/SLIFE and SEI programs) must submit a proposal to DESE's Office of Language Acquisition (OLA) in the school year before the program opens.

To help districts prepare to open/expand DLBE programming we have developed an optional tool to plan for:

  • Systemic Coherence, Commitment, and Resources
  • Program Structure and Planning
  • Curriculum
  • Instruction
  • Assessment and Accountability
  • Staff Quality and Professional Development (PD)

Please email Elenita.Irizarry-Ramos@mass.gov for more information.

New ELE Program Proposal Process

The proposal process is designed to ensure that new ELE programs are grounded in research-based approaches, adequately resourced, and monitored for impact on student outcomes in the first two years. Districts use DESE's program proposal templates, engage their English Learner Parent Advisory Council (ELPAC), and describe how the new program will meet the needs of their specific student population.

The process includes five main steps, from early stakeholder consultation through program launch.

Overview of the ELE New Program Proposal Process

StepDescriptionKey ActionsTypical Timeline*
1. Stakeholder ConsultationDistrict reviews strengths and needs of current ELE services.Engage educators, EL students and families, community partners, and the ELPAC (if applicable).Prior to first proposal submission
2. New ELE Program PlanningDistrict designs a research-based ELE program that matches local data and goals.Select program model (e.g., DLBE, TBE, newcomer/SLIFE, SEI), plan staffing, scheduling, curriculum, and supports.Prior to first proposal submission
3. First Proposal SubmissionDistrict submits an initial proposal for DESE review.Submit first proposal to OLA; DESE reviews and provides feedback, including whether the district is ready to proceed.Due November 15 of the year before program launch; DESE feedback within ~10 business days
4. Final Proposal SubmissionDistrict refines and finalizes its ELE program proposal.Address DESE feedback, confirm resources, and submit the final proposal for approval. DESE may provide further technical assistance.Final proposal due January 1 of the year before program launch; DESE review within 90 days
5. Program CommencesApproved ELE program opens.Implement the program, monitor early outcomes, and adjust based on data and DESE guidance.Following academic year after written approval

Districts ready to begin this process should review the current ELE program proposal templates and contact the Office of Language Acquisition at el@doe.mass.edu with questions.

DESE's DLBE Leaders' Community of Practice

This Community of Practice (CoP) supports and connects DLBE Leaders across the Commonwealth of Massachusetts with DESE staff, partners from MABE (Multistate Association for Bilingual Education), and experts in the field of bilingual education as they implement, expand or consider the implementation of DLBE programs.

The goals of the CoP are:

  • To share problems of practice

  • To collaborate and identify solutions

  • To become familiar with the new DLBE DESE resources

Monthly virtual meetings will be held from 9:30 to 10:45 a.m. In advance of each session, a Zoom registration link will be shared with participants.

For more information or to join the CoP, contact Elenita Irizarry Ramos .

Last Updated: December 1, 2025

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