Abstract
This paper aims to review a Chinese/English Dual Language model in the U.S. The Chinese/English Dual Language program is a relatively new, but promising and fast-growing, language model to foster bilingualism in the context of U.S. education. This paper first provides the rationale for the study and then, an overview of the bilingual educational models currently available in the U.S. with elaboration on the Dual Language model. This study adopted a mixed method approach. Teacher interviews, classroom observation and field notes were collected for qualitative data analysis. Quantitative data includes the descriptive statistical analysis on the Chinese and English literacy materials currently available at the school. The Chinese/English Dual Language model informs the heterogeneity in Chinese educational models. The study discusses the development of the program, its challenges, and the significance and implications of the Chinese/English Dual Language model to Chinese education. The paper calls for greater resources and support from policy makers, educators, and administrators to further strengthen the model.
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