In an effort to see higher student achievement, West Chicago Elementary School District 33 is shifting from a transitional bilingual education program to a dual language education program.

The main difference between the two is the goals of the programs, according to Assistant Superintendent for Learning Kristina Davis. The transitional bilingual model is only for Spanish speakers, and the goal is to subtract a student's Spanish-speaking abilities in order for he or she to learn English. With a dual language model, the goal is additive, meaning students learn both English and Spanish, while keeping their first language. 

"The dual language education program produces a more postive outcome, as it is an additive model, meaning that students can learn both English and Spanish, versus the transitional program, which only allows students to pick up the new language, while losing their first language," Davis said. "The transitional bilingual education program focuses only on learning English and assimilating to American culture, while the dual program promotes multicultural understandings." 

Within the district, it is required that schools implement a bilingual program if there are 20 or more Spanish-speaking students, according to Davis. Seventy-five percent of the district is Hispanic, and the transitional bilingual education program is present in the majority of district elementary schools, serving about 2,400 students.

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