(EISD’s DL program will expand one grade level per school year)

Grade PK-1st: Dual Language is a bilingual/biliteracy program model in which students identified as Emerging Bilingual students are served in both English and Spanish and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Spanish instruction provided in this program model is delivered by a teacher appropriately certified in Bilingual Education under TEC, §29.061. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in BE or by a different teacher certified in ESL in accordance with TEC, §29.061. The goal of EISD DL is for students to attain full proficiency in Spanish as well as English. This model provides ongoing instruction in literacy and academic content in the students' primary language, as well as English, with at least half of the instruction delivered in Spanish for the duration of the program. Upon attaining full English proficiency, a student may be reclassified but not exited from the DL program.  A student may be awarded high school credit for completing a minimum of five years in a DL Immersion program at an elementary/intermediate school. 

The Gomez and Gomez Dual Language Enrichment Model is the model adopted by Ennis ISD. This site is the official Dual Language Institute site which offers many resources and information pertaining to the model and the founders of the model.

Grades 2-5: Transitional Bilingual/Early Exit is a Bilingual program model in which students identified as Emerging Bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in Bilingual Education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of Early Exit BE is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the student's primary language along with instruction in English that targets second language development through academic content.