The HKIS Dual Language Immersion (DLI) program was introduced to expand the program offering and reflect the needs of HKIS' diverse community. Guided by HKIS Mission and Vision, the DLI program is aligned with the HKIS Primary Schools’ educational philosophy, beliefs, and core values. With these shared principles, the DLI program aims to collaboratively deliver academic content and social-emotional learning around 50% in English and another 50% in Chinese in their homeroom classes.
HKIS DLI program follows a one-way immersion model in which students spend one day immersed in the Chinese learning environment and another day in English. Starting from Reception 1, developmentally appropriate adjustments will be made to align with the practices of the mainstream classes. The DLI Program will continue to Grade 5 after which students will be integrated into the Middle School mainstream program and placed by their Chinese Language proficiency.
The curriculum in a Dual Language Immersion program is designed to be rigorous and engaging, integrating language acquisition with core academic subjects. Through consistent exposure to both languages, we aim to nurture the students in the DLI program to acquire the following qualities:
- Bilingualism, Biliteracy, and Biculturalism: students achieve high proficiency in both languages and cultural competency.
- Academic Mastery: students master academic content in both languages.
- Critical Thinking and Problem Solving: Students transfer knowledge and skills between languages, and think creatively and outside the box to solve problems.
Two Days in the Life of a DLI Student
HKIS DLI Program is a balanced 50/50 model, with equal time spent in English and Chinese. Two homeroom teachers lead the classes individually and collaboratively, alternating instructional days across a six-day cycle. A typical day will include:
| Time | Day 1 in Chinese Homeroom | Day 2 in English Homeroom |
|---|---|---|
| 7:20-8:00 | Arrival | Arrival |
| 8:00-8:30 | Learning through play | Learning through play |
| 8:30-8:55 | Morning meeting | Morning meeting |
| 9:00-9:30 | Snack | Snack |
| 9:35-10:05 | Specials in English | Chinese Play |
| 10:10-10:40 | Outdoor Play (Chinese+English) | |
| 10:40-10:55 | Guided Play/Projects (Chinese+English) | |
| 10:55-11:30 | Guided Play/Projects | Guided Play/Projects |
| 11:30-12:00 | Lunch (Chinese+English) | |
| 12:00-12:30 | Quiet Time | Quiet Time |
| 12:30-1:00 | Outdoor play (Chinese+English) | |
| 1:05-1:30 | Community time | Community time |
| 1:30-1:50 | Goodbye meeting/Dismissal | Goodbye meeting/Dismissal |
FAQs
Language Immersion is an approach to second language instruction in which academic learnings are conducted in the target language. This means that the target language is the medium and the object of instruction. Immersion classes follow the same standards as those used in the non-immersion classrooms.
HKIS DLI program aligns with the HKIS Mission and Vision, as well as with divisional-specific approaches. The one-way immersion model allows students to fully immerse in the target language environment while being a critical part of the HKIS community.
DLI accepts students from different language backgrounds to ensure language learning is efficient and subject content learning is successful. HKIS adopts simplified Chinese in DLI.
No, Chinese language proficiency is not required to enter the DLI program in R1.
The reasons are:
- Inclusivity: The program is designed for students of varying language backgrounds.
- Immersive Language Learning: DLI aims to teach both languages through content instruction from R1, so prior language skills are not necessary.
Openings will likely be available as the program progresses. Decisions around eligibility are to be determined. Language proficiency will be a factor in higher grades.
Based on the school's strategic planning, grade 5 will be the highest level offered in the Dual Language Immersion program.
DLI students will integrate with mainstream students to the appropriate proficiency level after completing grades. At that point, they should enroll in intermediate and advanced Chinese classes to further enhance their language proficiency.
DLI students will participate in common assessments and standardized tests across all subjects, just like their mainstream peers. Additionally, they will participate in common Chinese assessments administered by the school, as well as the language standardized assessments (aligning with the ACTFL proficiency Language standards). The assessment data will be used to evaluate the success of the program and for future improvements as well as individual students’ learning results.
Teachers who do concurrent translation (presenting material first in one language, then in the other) often spend disproportionately more time in English. Lessow-Hurley 2005
When students know that material is going to be presented in their stronger language after it is presented first in their weaker language, they learn to tune out and wait for the presentation in their stronger language, and, consequently, do not acquire the weaker language. Lessow-Hurley 2005; Freeman, Freeman and Mercuri 2005
Recent research indicates that when learners are aware that content will be delivered in their stronger language following an initial presentation in a weaker language, they tend to disengage during the weaker language segment. This leads to a lack of effective acquisition of the weaker language (García & Wei, 2014; Macaro, 2018).
Cloud, Genesee and Hamayan (2000, p. 92), suggest that parents who are not proficient in the target language or lack literacy skills or time can still support their children's growth in literacy by providing them with various recorded forms of media that their children can listen to and follow along with. Parents can also serve as an audience to their children, by expressing enjoyment and praising their children when they attempt to read and write, and by conveying to their children the importance of becoming biliterate.
Research has found that all students in dual language programs, regardless of their pattern of language dominance, do as well as or better than students in monolingual English programs on standardized tests administered in English.
Freeman, Freeman, and Mercuri 2005, xiv
The school has no homework requirements for Lower Primary students.
Recent research shows that this age group is crucial for developing both their first language (L1) and second language (L2) at the same time. Research by Cummins (2000) found that proficiency in a child’s first language helps them learn a second language, as language skills can transfer between languages.
Bilingual education experts suggest that parents should:
- Discuss school topics in their native language to reinforce learning at home. Research by Garcia and Wei (2014) shows that these conversations can improve understanding and retention of concepts.
- Provide daily reading opportunities in the native language. A meta-analysis by Mol and Bus (2011) found that reading in L1 enhances literacy and vocabulary, which are important for successful L2 learning.
Therefore, parents are encouraged to prioritize these activities to effectively support students' bilingual development.