Multilingual Learner Frequently Asked Questions (FAQs)

Students in the Spanish Dual Language Immersion and Spanish Biliteracy programs will be taught 50% in Spanish and 50% in English, with the goal of all students becoming proficient in both languages. 

The 50/50 model will be implemented across all Spanish Dual Language Immersion and Spanish Biliteracy Programs beginning in the 2025-26 school year. Many of our existing Spanish Biliteracy Programs have already transitioned to the 50/50 model in the 2024-25 school year. 

This approach will begin in kindergarten, meaning students will start learning both languages from the beginning of their education, and continue with the 50/50 model in 1st, 2nd, and 3rd grades. 

Previously, we taught instruction in Spanish 80% of the time and English 20% of the time in kindergarten, each year adding more English instruction until students were learning in Spanish 50% of the time by 4th grade. 

San Francisco Unified School District (SFUSD) will implement its District English Learners Advisory Council (DELAC) recommendations to create an academic and supportive environment for Multilingual learner students to improve their literacy skills and increase their English proficiency, especially in Spanish dual language immersion and Biliteracy programs by transitioning to a 50/50 dual language model. DELAC is and advisory committee comprised of representatives from each school’s English Learner Advisory Committee (ELAC). The role of the DELAC is to advise the San Francisco Unified School District on programs and services for Multilingual learners.

The evidence-based 50/50 model is designed to benefit all students and specifically to improve outcomes for native Spanish speaking students. 

Schools that have already implemented the 50/50 model are seeing significant growth in students' English language development based on the annual English Language Proficiency Assessments for California (ELPAC). Research also shows that teaching students literacy simultaneously in two languages allows them to gain proficiency concurrently in both languages.

Yes, both programs will continue. The only difference is the time allocation. Immersion schools will continue with the same enrollment mix of native Spanish speakers and students that want to learn Spanish. 

No, SFUSD will continue to provide high quality, immersive Spanish-language learning environments for English-speaking students to achieve dual language proficiency. The curriculum will remain culturally responsive and provide sociocultural competence in both languages. 

Yes, all students will continue to receive instruction using high quality, grade-level instructional materials in Spanish and English. 

This new model provides increased flexibility in staffing during the ongoing teacher shortage. SFUSD has 10 biliteracy teacher vacancies this year alone.

The Multilingual Programs Department (MPD) is also working with Spanish language teachers to develop instructional guidelines and language allocation schedules. 

Your family decides which program is best for your student. All language programs are based on research and aim to honor and celebrate language learning and diverse cultures and are described in the Multilingual Learner Program Guide. Enrollment Center staff can answer questions and provide information about each of the programs and schools, so you can choose the best program for your child.

Biliteracy Programs are for students who are fluent in their home language, either Cantonese or Spanish. In these programs, most students are learning English while developing literacy in their home language. Dual Language Immersion Programs serve students who are fluent only in their home language, students who are only fluent in English, and students who are bilingual. In SFUSD, we have Dual Language Immersion programs in Cantonese, Korean, Mandarin and Spanish.

The amount of English language instruction increases every year, from 20-50 percent in Kindergarten to 50-70 percent in 4th and 5th grades. Additionally, English learners receive daily designated English language development instruction daily. Students are grouped by proficiency level. 

Students must demonstrate proficiency in the respective program language even when the program language is indicated in the home language survey. This ensures the dual language model and the integrity of the program is maintained.

Students are allowed to take the assessment once per school year. They are welcome to try again in the following school year.

During the enrollment period, students may switch programs. Transfers are accepted on a semester basis, but it is crucial to consider the availability of space in your preferred program and school. School transfers applications are submitted through the Enrollment Center.

Studies have shown that some students might temporarily perform at a lower level in English in comparison to their counterparts learning only in English. Research demonstrates that students in Dual Language Programs consistently meet or outperform their peers learning in general education settings. The goal of Dual Language Programs is for students to achieve fluency in both languages by 5th grade.

If the school your student is enrolled in does not offer a particular language program, you may submit a request to create a program by completing a language program request form. The form contains important information regarding the process and criteria.

Your child is classified as an English Learner (EL) IF when you filled out the “Home Language Survey” on the SFUSD Enrollment Application, you answered at least one of the following questions with a language other than English AND your child did not receive an overall score of “Initial Fluent English Proficient” on the Initial English Language Proficiency Assessment for California (ELPAC). In SFUSD, we are intentionally shifting our lexicon to the term multilingual learner in lieu of using the term English learner. Multilingual Learners refer to students who are learning English as a new language while honoring, preserving, and developing the academic proficiency of students' home languages whenever available. When discussing students who are classified as English Learners (ELs), we will refer to them as Multilingual Learners (MLs).