1. UTAH SECONDARY DUAL LANGUAGE IMMERSION

2. Utah’s K-12 Dual Language Immersion Model
DLI
Elementary School
DLI Continuation Junior High / Middle School
University Bridge
High School
50-50 model which focuses on acquiring a broad base of content area language and vocabulary.
Two classes which focus on developing cognitive skills, refining language skills, and deepening cultural competencies. (9th grade – one class.)
University of Utah upper division courses which focus on building global competency and application of language for global careers.

3. District vision and goals
To continue to build language proficiency.
To continue the sequence of language study of dual immersion students through the secondary schools.
To provide advance language secondary courses.
To continue to provide the educational, cognitive, socio-cultural and economic benefits of being bilingual, biliterate and multicultural.
To continue to prepare students for their responsibilities as global citizens. . 3

4. DLI Junior High/Middle Schools
Elementary programs
William Penn & Mill Creek 
Vista 
West Kearns 
Monroe 
Morningside 
Diamond Ridge 
Spring Lane 
Calvin Smith 
Junior high/Middle school programs Evergreen (Spanish) Eisenhower (Spanish) Eisenhower or West Lake (Spanish) West Lake (Spanish) Churchill (French) Jefferson (French) Bonneville (Chinese) Bennion (Chinese)

5. College Credit

6. College Credit

7. DLI Honors class units are centered around the AP themes

8. Thematic,
Performance-Based
Approach
Textbooks

9. Chinese DLI Honors year overview

10. Scope and Sequence

11. World Language Core Standards

12. Unit Performance Assessments
Student uses the language in real-world situations to demonstrate connections to literature, culture, and ideas.
Progress Checks
“I Can…” student learning indicators

13. DLI Culture, History and Media units are also centered around the AP themes

14. Authentic Multimedia Sources

15. Advanced Placement
7th (DLI 3H) and 8th grade (DLI 4H) courses are designed to prepare students for Advanced Placement (AP).
9th grade is DLI 5H. Students take the AP Language and Culture exam in May.
An overview of the AP exam including the AP themes, skills assessed and types of exam questions can be found on the AP Central website.
Link to the AP exam overviews:

16. College Credit

17. College Credit

18. DLI High Schools
Junior high programs Eisenhower (Spanish)  Evergreen (Spanish)  West Lake (Spanish)  Churchill (French)  Jefferson (French)  Bonneville (Chinese)  Bennion (Chinese) 
High school programs Taylorsville (Spanish) Olympus (Spanish) Granger (Spanish) [ ] Skyline (French) Kearns (French) Cottonwood (Chinese) Taylorsville (Chinese) [ ]

19. DLI High School Bridge Program
Bridge Program was created to bridge the gap between AP and the start of university language study.
Grades 10-12
Accelerated Language Courses
Open to all students who pass AP Language and Culture Exam (3 or higher)
Upper division college courses (3000 level) – 3 credits a piece
$5 per credit ($15 per course)!
Students who complete AP and all 3 college courses will be 2-3 courses short of a minor in the language when they enter Utah college.

20. University Bridge Course for 2016-2017 (2019-2020)
SPAN Pop Culture: Film, Media and Entertainment
This course considers the role that current film, media, and entertainment play in the Spanish-speaking world.
Students evaluate culturally authentic sources, compare and contrast cultural similarities and differences and
argue and defend their position on topics using multiple perspectives.

21. SPAN 3116 Pop Culture: Film, Media and Entertainment
Unit 1: Definition of Pop Culture
Unit 2: Leisure and Entertainment
Wrestling, Soccer, Social Networks, Videogames, etc.
Unit 3: Culture of Consumption
Food, Drink, Fashion, National Identity, etc.
Unit 4: Pop Culture and Folklore
Urban legends, Superstitions, etc.
Unit 5: Music and Dance
Flamenco, Corrido, Reguetón, etc.
Unit 6: Visual Arts
Graffiti, Mural Art, Comics, etc.

22. University Bridge Course for 2017-2018
SPAN 3117 Breaking Down Walls, Building Identities This course considers how critical moments of change in the Spanish-speaking world have shaped the present by building new identities. By the end of this course, students will be able to discuss familiar topics as well as some concrete social, academic, and professional topics. Students will utilize interpretive communication skills (listening and reading) in order to speak and write in detail and in an organized way about events and experiences in various time frames, to confidently handle routine situations with an unexpected complication, and to share their point of view in discussions on some complex cultural and historical issues.

23. For questions, please contact: Sheri Sorensen : Sharon Gracia : For questions about secondary DLI curriculum, please contact: Anne Lair - French: Shin Chi Fame Kao - Chinese: Leo Valladares – Spanish: :