 LETRS Implementation and DL/I Programs
Memo for Chief Academic Officers & DL/I PSU and School Contacts
The North Carolina Department of Public Instruction (NCDPI) Offices of Academic Standards and Early Learning recognize the significance of Dual Language/Immersion (DL/I) programs in fostering bilingualism and biliteracy among all students in all types of immersion (one-way and two-way). DL/I programs use two languages for literacy and content instruction for all students and play a key role in helping students become proficient in both languages as Emergent Bilinguals.
LETRS serves as a valuable resource to support DL/I programs in the development of two languages, English and the DL/I language, without negating each of their efficacies. Volume 1, Unit 2 in LETRS can be helpful to PSUs as it is tailored to specifically address phonemic variations pertinent to Emergent Bilinguals and provides learning objectives concerning English speech sounds. LETRS also introduces the phonemes of English, their place and manner of articulation, how they differ due to coarticulation, and delves into why students make certain phoneme substitutions when they are simultaneously learning another language, such as Spanish or Chinese. In addition, Volume 2, Unit 5 highlights the importance of oral language and vocabulary throughout instruction which is important for Emergent Bilinguals. As Volume 2 continues in further units, linguistic integration is highlighted as crucial to students’ development of both language and literacy.
By offering comprehensive support in reading, writing, speaking, and listening, LETRS can help students improve proficiency across all languages. For more information about North Carolina’s DL/I terms and program descriptions or to access the DL/I Directory, please see the NCDPI DL/I webpage at https://bit.ly/NCDLIinfo.
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