The Maryland Initiative for Literacy & Equity (MILE)

Dual Language education refers to long-term additive bilingual education models that use two languages (English and a partner language) for content instruction and communication.

The model has three interconnected goals: bilingualism and biliteracy, academic achievement, and socio-cultural competence.

A fourth emerging goal is critical consciousness, which involves recognizing inequities and engaging in action for change.

DLBE includes multiple program types:

Two-way programs: English speakers and partner-language speakers learn together in both languages (TWI/DLI).

One-way programs: Include developmental bilingual, foreign language immersion, and heritage language programs.

These programs reflect the historical roots of bilingual education as a tool for equity and access.

In a whole-school model, all students participate in bilingual instruction with full alignment across staffing and curriculum.

In a strand model, only a subset of students participates in the dual language program within a larger English-medium school.

DLBE programs show benefits across multiple domains:

Cognitive: executive function, metalinguistic awareness, and cognitive flexibility.

Academic: higher achievement, reduced gaps, and stronger long-term trajectories.

Bilingualism: strong skills in both languages and sustained home language development.

Sociocultural: stronger identity, cross-cultural understanding, and motivation.

Long-term: higher college attendance, income, and social-emotional outcomes.