The HKIS Dual Language Immersion (DLI) pathway was introduced in 2025 – 26 school year to expand the program offering within the HKIS Chinese Studies program. The DLI pathway offers an alternative path to learning, targeting both non-native and native Mandarin speakers to form a class community that represents the HKIS student body. Guided by HKIS Mission and Vision, the DLI program is aligned with the HKIS Primary Schools’ educational philosophy, beliefs, and core values. With these shared principles, the DLI program aims to collaboratively deliver academic content and social-emotional learning around 50% in English and another 50% in Chinese in their homeroom classes.
Students in the Dual Language Immersion pathway spend one day immersed in the Chinese learning environment and another day in English. This pathway starts in Reception 1 and continues to Grade 5 after which students will be integrated into the Middle School mainstream pathway and placed by their Chinese Language Proficiency.
The curriculum in a Dual Language Immersion pathway will match the experience of the HKIS mainstream pathway, designed to be rigorous and engaging while integrating language acquisition with core academic subjects. Through consistent exposure to both languages, we aim to nurture the students in the DLI program to acquire the following qualities:
- Language Proficiency: Students achieve high proficiency in both languages.
- Cultural Competency: Students interact with and build understanding around different cultural perspectives.
- Academic Mastery: Students master academic content in both languages.
- Critical Thinking and Problem Solving: Students transfer knowledge and skills between languages, and think creatively and outside the box to solve problems.
A Day in the Life of a DLI Student
HKIS DLI Program is a balanced 50/50 model, with equal time spent in English and Chinese. Two homeroom teachers lead the classes individually and collaboratively, alternating instructional days, one day in Chinese and one day in English , across a six-day cycle.
A typical day will include playful learning, outdoor play, integrated exploration, language and literacy experiences, community time, and special classes (P.E, Music, Library, Art, Wonder Lab):
FAQs
- All R1 applicants are eligible to be selected for the DLI program.
- Parents must select ‘Yes’ on the application form in order to be included in the lottery to the DLI program.
- Parents who receive an offer for the DLI program must accept the offer if they are selected; if they decide to decline the offer and would like to return to the main program, their application will be placed in the wait pool to be considered for the main program if space allows.
Please contact [email protected] for questions.
Dual Language Immersion is an approach to second language instruction in which academic learnings are conducted in both languages. Immersion classes follow the same standards as those used in the non-immersion classrooms.
The HKIS DLI program was introduced to expand the existing Chinese Studies program and provide an alternative pathway to new and native Chinese language learners. The makeup of students in DLI classes is designed to reflect the HKIS student body with diverse language experiences. The pathway aligns with the HKIS Mission and Vision, as well as with divisional-specific approaches. The 50/50 model allows students to fully immerse in both languages while being a critical part of the HKIS community.
DLI accepts students from different language backgrounds to ensure language learning is efficient and subject content learning is successful. HKIS adopts simplified Chinese in DLI.
Chinese language proficiency is not required to enter the DLI program in R1.
The reasons are:
- Inclusivity: The program is designed for students of varying language backgrounds.
- Immersive Language Learning: DLI aims to teach both languages through content instruction from R1, so prior language skills are not necessary.
From year to year, we prioritize current enrolled students and determine eligibility based on teachers’ recommendations, Chinese language proficiency, overall approach to learning, and student assessment data.
Based on the school's strategic planning, grade 5 will be the highest level offered in the Dual Language Immersion program.
DLI students will integrate with mainstream students to the appropriate proficiency level after grade 5.
DLI students will participate in common assessments and standardized tests across all subjects, just like their mainstream peers. Additionally, they will participate in common Chinese assessments administered by the school, as well as the language standardized assessments (aligning with the ACTFL proficiency Language standards). The assessment data will be used to evaluate the success of the program and for future improvements as well as individual students’ learning results.
Cloud, Genesee and Hamayan (2000, p. 92), suggest that parents who are not proficient in the target language or lack literacy skills or time can still support their children's growth in literacy by providing them with various recorded forms of media that their children can listen to and follow along with. Parents can also serve as an audience to their children, by expressing enjoyment and praising their children when they attempt to read and write, and by conveying to their children the importance of becoming biliterate.
Recent research shows that this age group is crucial for developing both their first language (L1) and second language (L2) at the same time. Research by Cummins (2000) found that proficiency in a child’s first language helps them learn a second language, as language skills can transfer between languages.
Bilingual education experts suggest that parents should:
- Discuss school topics in their native language to reinforce learning at home. Research by Garcia and Wei (2014) shows that these conversations can improve understanding and retention of concepts.
- Provide daily reading opportunities in the native language. A meta-analysis by Mol and Bus (2011) found that reading in L1 enhances literacy and vocabulary, which are important for successful L2 learning.
Therefore, parents are encouraged to prioritize these activities to effectively support students' bilingual development.
Research has found that all students in dual language programs, regardless of their pattern of language dominance, do as well as or better than students in monolingual English programs on standardized tests administered in English.
Freeman, Freeman, and Mercuri 2005, xiv
The school has no homework requirements for Lower Primary students.