Dual Language Model

Key Features of the Gómez & Gómez Dual Language Enrichment Model

The model is divided into six major components across seven grade levels.  The model is followed by a thorough explanation of each component.  Although these components are not presented in any particular order of importance, each component is described relative to its unique importance and contribution to the overall effectiveness of the model. Collectively, the components described below contribute to the overall success of the model.

a) Grade Level

b) Heterogeneous Instructional Grouping

c) Separation of Languages for Content-Area Instruction

d) Computer Support

e) Vocabulary Enrichment

f) Conceptual Refinement & Academic Rigor


The Gómez & Gómez DLE Model is both comprehensive and detailed with a number of activities that take into account the academic and linguistic developmental growth of children developing their first language and adding a second language. For English dominant learners, language arts and mathematics supports their native language development PK-5th, while science and social studies is learned in the L2. Similarly, for Spanish dominant learners, science and social studies supports their native language development, while mathematics is learned in the L2. Note that there is a major change in the model as students move from first grade to second grade (indicated with dark black line) based on the need for addressing the greater academic demands of the upper grades and the ongoing bi-literacy development of all learners. This line symbolizes that student’s level of bilingualism has matured and the need for second language instructional support is less critical. Of course, this does not imply that instruction should not continue to be meaningful and contextually supported, but rather that students are now bilingual, more confident and more readily follow directions and content area instruction in the L2. At this point, the model suggests that greater emphasis be placed on challenging students to use their second language, because they now have the capacity to do so. The model contains several key components designed to support the full development of content-area bi-literacy.


The model is unique in that: 1) it provides instruction of subject areas in only one of the two languages with ongoing "vocabulary enrichment" in the opposite language of instruction, 2) it calls for conceptual refinement activities that supports the learning of content in the L2 in respective subject area and promotes academic rigor PK-5th grade, 3) it promotes the development of content-area bi-literacy by the end of 5th grade, 4) it uses the concept of bilingual pairs for increased student engagement in all classroom learning activities, 5) it uses bilingual learning centers PK-2nd grade, and bilingual research centers beginning 3rd grade, and 6) it requires the use of the language of the day for all non-instructional school language used throughout the day by all students, parents and school staff, and for focused vocabulary development activities (LOD Activities).

For more information, you can visit the Gomez and Gomez website at the address: http://dlti.us/3.html

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