Welcome to the Tooele County School District

Dual Language Immersion Program



2017-2018 DLI Applications

Online applications will be available Jan. 15, 2017

Application window closes February 2017​


 Dual Language Immersion Program Information 2017-18

Thank-you for your interest in the Dual Immersion Programs. We are excited to be part of the Utah Dual Immersion Programs and are excited to be able to offer this opportunity to Tooele County School District students.


What is Dual Language Immersion?
The Utah Dual Language Immersion program began in 2008 under former Governor Jon Huntsman with the approval from the state legislature.  In 2010, Governor Herbert pushed for implementing 100 dual language immersion programs throughout the state by 2015.  Utah's six year old dual language immersion programs are the model for other states.
Dual language immersion is a way that students learn academic content while learning another language at the same time.  Utah uses a 50/50 model where elementary level students spend half their instructional time in English and the other half of the time in the target language.  Dual Immersion means that your child will be learning Utah Core Contend and will become bilingual and biliterate in a second language and English.
Tooele School District Dual Immersion Schools


Grades 1 and 2


Grantsville Elementary French 
Harris Elementary Portuguese 
Middle Canyon Spanish 
Northlake Elementary Mandarin Chinese 
West Elementary German 
Anna Smith Elementary Spanish 2 Way


Additional programs may be added if enough interest is shown to support programs


How do I apply for the dual immersion program?
School and district personnel will determine the number of spaces that will be available for students enrolled at each school, as well as the number of spaces for students outside the school boundary. The number of spaces available in each category is based on school enrollment and may be different at each school, depending on the needs of the school to maintain the dual immersion program. Some schools may accept only a limited number of out of boundary students due to school size. School enrollment is optimally about one-half students within the neighborhood boundary and one-half students outside the school boundaries with a total of 56 to 60 students. Students may apply for more than one program.
If your child is currently in kindergarten, attend a parent information night and complete and application.  Applications may also be accessed on the district website.  Submitting and application does not guarantee enrollment in the program. 
Tooele County School District is accepting applications for students who will be in first grade for the school year beginning in August 2017. A limited number of openings may be available for students beginning second grade in some programs. Deadline for application submission is February 2017.   
If not all spaces are filled initially, applications will be accepted until the program fills. You may still submit an application after the deadline. If the number of applications exceeds the number of available openings, a random lottery may be used to determine who is accepted into the programs. Siblings of students already enrolled in the dual immersion program will receive priority consideration. 
If you DO NOT live in the boundary of the school to which you are applying, an out of boundary/open enrollment application will be approved for your child to attend that school if the students is accepted into the program.
All students are eligible, but we encourage you to consider your child's ability to thrive in this type of learning environment.
Transportation is the responsibility of the parents/guardians.
When are students selected?
Parents will be notified by mail of student acceptance into the program. Notification will occur following the application deadline or until the programs are filled.
What are the benefits of Dual Language Immersion?


What kind of a commitment is required?  

The Dual Language Immersion Program has been implemented to address the need for foreign language skills in business, government and education. An advanced proficiency skill level is the target for all students in the program and can be attained with a commitment to the Utah Dual Immersion Model which begins in the first grade and ends in the twelfth grade.
What are the benefits of Dual Language Immersion?


1. Second Language SkillsSecond Language Skills. Second Language SkillsSecond Language Skills: Students achieve high proficiency in the immersion language.


2. Performance on Standardized TestsPerformance on Standardized Tests: Immersion students perform as well as or better than non-immersion students on standardized tests in English.

3. Cognitive SkillsCognitive Skills: Immersion students typically develop greater cognitive flexibility, demonstrating increased attention control, better memory, and superior problem-solving skills as well as an enhanced understanding of their primary language.

4. Cultural CompetencyCultural Competency: Immersion students are more aware of and generally show more positive attitudes towards other cultures and an appreciation of other people.

5.  Long Term BenefitsLong Term Benefits: Immersion students are better prepared for the global community and job markets where 21st century skills are an asset.

"Knowing other languages and understanding other cultures is a 21st Century skill set for American students as they prepare to live and work in a global society. No matter what career students enter, they will be interacting with others around the world on a routine basis and doing business locally with those whose native language is not English.” Martha G. Abbott, Director of Education for the American Council on the Teaching of Foreign Languages (ACTFL)

“Foreign language learning is much more a cognitive problem solving activity than a linguistic activity, overall. Studies have shown repeatedly that foreign language learning increases critical thinking skills, creativity, and flexibility of mind in young children. Students who are learning a foreign language outscore their non-foreign language learning peers in the verbal and, surprisingly to some, the math sections of standardized tests. This relationship between foreign language study and increased mathematical skill development, particularly in the area of problem solving, points once again to the fact that second language learning is more of a cognitive than linguistic activity.” Therese Sullivan Caccavale, president of the National Network for Early Language Learning (NNELL)

“Every piece of research in the field points to the benefits of starting a second language as early as three years of age. The other key to becoming proficient in another language is a long, continuous contact with the language. Until we have a well-articulated PK-16 second language ‘buy-in’ from legislators, school boards, administrators, and parents, the U.S. will continue to lag behind other nations, thus prolonging monolingualism.” Ken Stewart, 2006 ACTFL National Language Teacher of the Year; AP Spanish teacher at Chapel Hill High School in Chapel Hill, North Carolina

Source: Duke University Talent Identification Program. "Cognitive Benefits of Learning Language." Duke Gifted Letter. Volume 8. Issue 1(2007): Web: www.actfl.org. 13 Jan. 2014.






Utah State Office of Education information and resource links:








​ ​​