Research shows that young children immersed in a second language acquire reading, writing and speaking proficiency as if it were their native tongue. With their brains still developing, younger children are more able to think in the second language, rather than just through translation. Moreover, brain development is enhanced because students in an immersion program utilize greater mental capacities when learning subject content in a new language, when that new language is not the commonly spoken language of the local environment.
Children who learn a new language gain bilingual/biliterate skills that enhance college entrance and career opportunities.Children who learn more in and through a new language early in their educational trajectory are more likely to attain fluency and a native-like accent in the language. Further, learning more than one language allows children to increase their vocabulary and their understanding of abstract terms (a "chair" is a tangible item, but to multilingual people the name and the thing are distinct -- they can decide which language and modifiers to use to describe the item, adding an inherent understanding of the abstract to the concrete).
Students learn their subject matter (math, science, history and language arts) in their target language. Yes, the standardized exams for each subject matter are given in English. However, studies of immersion and dual-immersion programs routinely show that children’s English development is not impaired by time spent speaking in another language, in fact, studying another language often improves a child’s English.
DLS will focus on creating an eager, creative multilingual approach to learning in students through the following beliefs and values that drive the school design: