The Dual Language Training Institute (DLTI) is a consulting firm dedicated to providing professional development services and technical support to schools and districts interested in educating all of their students through either a one-way or two-way dual language education, thereby providing greater educational equity and biliteracy opportunities to the students they serve.  DLTI is committed to the belief, as evidenced through research, that successful English Language Learner (ELL) school achievement is largely based on the extent and quality of native language instruction (L1).  Increasingly, One-Way Dual Language Programs now serve as THE bilingual program successfully serving ELLs.

Results of enrichment bilingual education models continue to demonstrate that the route to “academic English” and long-term achievement for ELLs is through a strong education in their native language and well-balanced and sequenced English instruction. Although instruction in Spanish (native language) appears counter-intuitive to English language acquisition, it is the best route because it is focused on academic learning that involves cognitive and linguistic development and on-grade-level learning.  In Late-exit transitional bilingual (sometimes referred to as “maintenance”) programs where ELLs exit native language instruction late…after 4-5 years, and dual language programs, where ELLs continue native language instruction through at least their 5th grade, there is greater long-term success of these students. However, only one-way or two-way dual language programs effectively close the academic achievement gap for ELLs based on long-term standardized assessments.  In contrast, remedial BE models (transitional or ESL) only partially close the gap (Thomas & Collier, 2004)

Dr. Leo Gómez and Dr. Richard Gómez, Professors in Bilingual/Dual Language Education, have focused their research on language and academic issues that affect ELLs.  Over the last 13 years, they have been extensively involved in the development, implementation and assessment of dual language education programs successfully implementing the Gómez & Gómez 50/50 Dual Language Enrichment Model, they originally developed in 1996. They have also secured, administered and evaluated numerous Title III dual language programs.  Dr. Leo Gómez and Dr. Richard Gómez and selected professional associates/experts have conducted and continue to offer professional development workshops on effective implementation of their Gómez & Gómez 50/50 Dual Language Enrichment Model that includes initial and follow-up training in the following areas:

• Philosophy and Research of Dual Language Education
• Understanding Critical Attributes of Dual Language Schools
• Developing and Implementing the Gómez & Gómez 50/50 Dual Language Content Model
• Conceptual Refinement and Vocabulary Enrichment in Gómez & Gómez Content Model
• Dual Language Classroom Schedules in Gómez & Gómez Content Model
• Elements of the Gómez & Gómez 50/50 Dual Language Classroom
• Challenging, Interactive and Authentic (CIA) Dual Language Lessons
• Bilingual Learning Centers in 50/50 Gómez & Gómez DLE Model
• Bilingual Resource Centers in 50/50 Gómez & Gómez DLE Model
• Dual Language Classroom Visits to Assess "Fidelity of Implementation" of Gómez & Gómez Content Model
• Cooperative Learning in Gómez & Gómez Dual Language Classroom
• Bilingual Journal Writing in Gómez & Gómez Dual Language Classroom
• Spanish Literacy and Content-Area Literacy Development for Bilingual Teachers
• Administrator Training on Dual Language Program Development and Sustainability
• Integrating Bi-Culturally Relevant Literature in Dual Language Classroom

The implementation of this model has proven effective in improving the academic and linguistic achievement (based on standardized test scores in reading and mathematics) of both Spanish and English dominant students and a closing of the academic achievement gap.