Bilingual Education Grant Program is sponsored by Massachusetts Department of Elementary and Secondary Education (DESE). Provides funding for districts to create or expand bilingual education programs, including dual language and transitional bilingual education.

Dual Language Education Programs - English Learner Education English Learner Education English Learner Education ELE Vision & Blueprint Dual Language Education Programs Transitional Bilingual Education Programs Sheltered English Immersion Programs English Learner Education ELE Program Resources English Learner Education ELE Program Monitoring & Compliance English as a Second Language ESL Instructional Support Office of Language Acquisition OLA Professional Learning English Learners with Disabilities Students with Limited or Interrupted Formal Education ( SLIFE ) Resources for Supporting Immigrant and Refugee Students Dual Language Education Programs What is Dual Language Bilingual Education?

Dual Language Bilingual Education ( DLBE ) is defined in Massachusetts General Laws 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 English Learners 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.

Dual Language Bilingual Education 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, Dual Language Bilingual Education 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. Two-Way Immersion ( TWI ) Two-Way Immersion 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. One-Way Immersion 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: One-Way Immersion 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 Dual Language Bilingual Education DLBE Program Models Regardless of program model, Dual Language Bilingual Education 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 model Who the program serves Classroom language groups Two-Way Immersion ( TWI ) English learners whose home language is the partner language and English-proficient students Classrooms 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 peers Most students share the same partner language; English is added and increased over Guidance and Resources for Dual Language Bilingual Education DLBE Guidance for Implementing Dual Language Education Programs This guidance has been revised to include best practices for maintaining successful programs Providing support and services for English Learner students with disabilities ELSWD Expansion into higher grade spans English as a Second Language ESL instructional recommendations English as a Second Language ESL instruction in Dual Language Bilingual Education DLBE These resources provide additional guidance on how to provide English as a Second Language ESL services to English learners in dual language programs for the various language allocation plans (90/10, 80/20, 50/50): Quick Reference Guide QRG — Providing English as a Second Language ESL Services in Dual Language Bilingual Education ( DLBE ) Quick Reference Guide QRG — Providing English as a Second Language ESL Services in Dual Language Bilingual Education DLBE — 6 Key Points Curricular alignment planning process This resource provides guidance on promoting cross-linguistic connections across languages of instruction and language allocation plans: Quick Reference Guide QRG — Dual Language Bilingual Education DLBE Curriculum Alignment Planning Process Enrollment considerations for new incoming students This resource provides additional guidance on enrollment considerations for different student populations: Quick Reference Guide QRG — Dual Language Bilingual Education DLBE Enrollment I want to open a New Dual Language Bilingual Education 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 Massachusetts General Laws M.

G. L. Ch.

71a,, districts that want to start a new English Learner Education ELE program (such as Dual Language Bilingual Education DLBE , Transitional Bilingual Education ( TBE ), another research-based bilingual model, or newcomer/ Students with Limited or Interrupted Formal Education SLIFE and Sheltered English Immersion SEI programs) must submit a proposal to Department of Elementary and Secondary Education DESE 's Office of Language Acquisition ( OLA ) in the school year before the program opens.

To help districts prepare to open/expand Dual Language Bilingual Education DLBE programming we have developed an optional tool to plan for: Systemic Coherence, Commitment, and Resources Program Structure and Planning Assessment and Accountability Staff Quality and Professional Development ( PD ) Please email Elenita. Irizarry-Ramos@mass. gov for more information.

New English Learner Education ELE Program Proposal Process The proposal process is designed to ensure that new English Learner Education ELE programs are grounded in research-based approaches, adequately resourced, and monitored for impact on student outcomes in the first two years.

Districts use Department of Elementary and Secondary Education 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 English Learner Education ELE New Program Proposal Process Step Description Key Actions Typical Timeline* 1. Stakeholder Consultation District reviews strengths and needs of current English Learner Education ELE services. Engage educators, EL students and families, community partners, and the ELPAC (if applicable).

Prior to first proposal submission 2. New English Learner Education ELE Program Planning District designs a research-based English Learner Education ELE program that matches local data and goals. Select program model (e.g., Dual Language Bilingual Education DLBE , TBE, newcomer/SLIFE, SEI), plan staffing, scheduling, curriculum, and supports.

Prior to first proposal submission 3. First Proposal Submission District submits an initial proposal for Department of Elementary and Secondary Education DESE review. Submit first proposal to OLA; Department of Elementary and Secondary Education DESE reviews and provides feedback, including whether the district is ready to proceed.

Due November 15 of the year before program launch; Department of Elementary and Secondary Education DESE feedback within ~10 business days 4. Final Proposal Submission District refines and finalizes its English Learner Education ELE program proposal. Address Department of Elementary and Secondary Education DESE feedback, confirm resources, and submit the final proposal for approval.

Department of Elementary and Secondary Education DESE may provide further technical assistance. Final proposal due January 1 of the year before program launch; Department of Elementary and Secondary Education DESE review within 90 days 5. Program Commences Approved English Learner Education ELE program opens.

Implement the program, monitor early outcomes, and adjust based on data and Department of Elementary and Secondary Education DESE guidance. Following academic year after written approval Districts ready to begin this process should review the current English Learner Education ELE program proposal templates and contact the Office of Language Acquisition at el@doe. mass.

edu with questions.

Program Proposal for Bilingual Education Programs Starting a New English Learner EL Program — Quick Reference Guide Department of Elementary and Secondary Education DESE 's Dual Language Bilingual Education DLBE Leaders' Community of Practice This Community of Practice ( CoP ) supports and connects Dual Language Bilingual Education DLBE Leaders across the Commonwealth of Massachusetts with Department of Elementary and Secondary Education 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 Dual Language Bilingual Education DLBE programs.

The goals of the Community of Practice CoP are: To share problems of practice To collaborate and identify solutions To become familiar with the new Dual Language Bilingual Education DLBE Department of Elementary and Secondary Education 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 Community of Practice CoP , contact Elenita Irizarry Ramos . List of Dual Language Programs in Massachusetts Last Updated: April 21, 2026 This link will take you to an external website which may or may not be accessible and WCAG 2. 1 compliant