First language theories view a learner's native language as an influence in second language learning and advocate practicing specific sounds and patterns in the target language to overcome potential errors. Dual language programs provide at least 50% of instruction in the partner language at all grade levels and teach both literacy and content in both languages without translation. A study explored language ideologies of administrators and teachers involved in a district-wide dual language program, finding that views of other languages as assets and multiple languages as problems accounted for much of the variability in attitudes. Educators must apply language proficiency standards to systematically develop speaking, listening, reading, and writing skills and consider a student's developmental stage for an individualized approach.

1. PROCESSES FOR DUAL LANGUAGE PROGRAMS
*First language theories view the learner’s native language as a major source of difficulty in
second language learning and advocate that students practice specific sounds and grammatical
patterns in the target language to overcome potential errors. The degree of similarity between the
first language and the target language is seen as very important in these theories. For example,
first language theories would expect that it would be relatively easy for Spanish speakers to learn
English but relatively difficult for Chinese speakers to do so since the grammar, vocabulary, and
sound systems of Spanish and English are more similar than those of Chinese and English.
Horwitz, Elaine K.(2nd Edition) .Becoming a Language Teacher.
*At least 50% of instruction is provided in the partner language (e.g., Spanish) at all elementary
grade levels to all students The program extends at least five years, preferably K-12 or PreK-12
© 2009 CAL Both literacy and content are taught in both the partner language and English over
the course of the program Instruction is delivered in one language at a time without translation.
Howard, R. Elizabeth. (Oct 2017).www.cal.org/twi/initialliteracy.pdf
*Dual language bilingual education (DLBE) programs are framed to reflect pluralist discourses
(de Jong, E. [2013]. “Policy Discourses and U.S. Language in Education Policies.”Peabody
Journal of Education88 (1): 98–111) and affiliated language ideologies. The continued expansion
of DLBE programs not surprisingly brings to light the diverse and ever-changing landscape of
educator language ideologies. This survey-based study used inferential statistics and qualitative
thematic analysis to explore the language ideologies of a random sample of administrators and
teachers involved in a district-wide, top-down implementation of a DLBE program in a large
urban school district. The following three research questions guided our investigation: (1)What
are prevalent educator language ideologies in DLBE schools? (2) How and to what extent do
these language ideologies vary by: participation in the DLBE, level of teaching experience,
educator's home language, and degree of DLBE training? (3) How do educators perceive the
attempted program shift to DLBE? Eight language ideologies including languages other than
English (OTE) as endowments and multiple languages as a problem accounted for 46% of the
variance in the data. All four experiential variables differentiated ideological orientation.
Creese, A.(2009).International Journal of Bilingual Education & Bilingualism. Vol. 20
Issue 6, p704-721. 18

2. In addition to the TEKS educators must also apply the ELPS. This ensures a rounded and
systematic development in Speaking, Listening, Reading, and Writing. All dual language
programs must incorporate these processes to develop the necessary skills to become proficient
ELL’s. As an educator I will need to take into consideration at what developmental stage the
student is at in order to proceed with an individualized approach.