Junior High

High School


DL Secondary Programs

DLI Secondary


Branden Lansing

Branden Lansing
World Languages & DLI Specialist




Welcome to Secondary Dual Language

You are already on your way to becoming highly proficienct in a second language, and we are excited to have you continue your language learning in our junior high schools and in our high schools.  

Certainly you have experienced the benefits of the immersion program, but did you know that there are also benefits to the more traditional secondary program you are now beginning?  

Davis School District Secondary World Language Department is happy to welcome the incoming seventh graders to our dual language program.  Even though the program is no longer "immersion"  language acquisition continues--it even speeds up!  How is that possible?  

Language acquisition can happen faster as the students' cognitive abilities increase and as they can focus their attention entirely on the language.  In the elementary program, language acquisition is slower, because you're not just acquiring the language but also learning math, science, and more.

FAQ About Dual Language Courses

Many people have asked questions about the dual Language Immersion program in the Davis School District. To help ensure that correct information is being shared in the community, please refer to the answers to our most Frequently Asked Questions.

  • Do you need to live within the school boundaries to be able to participate?

    While living within the boundaries is not mandatory, preference is given to those students who would normally be assigned to attend that particular school. Occasionally, space is available for those living outside the school boundaries. Principals will be able to let patrons know if there will be room for out of boundary students in their school.

  • Can older students join the immersion program?

    Students are hand-selected for these openings based on factors that help ensure student success. Because the new student will be at a significant disadvantage coming into an existing immersion classroom, the student identified as the one most likely to succeed in this setting will be selected. I

  • Are the immersion teachers all certified to teach?

    All of our immersion teachers hold a Utah teaching license, however they come from a variety of backgrounds. Most have been educated in our local universities and have graduated with an Elementary Education or language degree. Others are International Guest Teachers from foreign countries. These teachers have been hand-selected by their respective governments to come to Utah to teach in our schools. They represent the “best and brightest” these countries have to offer. Other foreign teachers have spent a year as an intern in one of the immersion schools and then moves to a full-time teaching position the following year. A small number of teachers have a college degree in an area other than education; however, all are screened through a rigorous process by the Utah State Office of Education in order to ascertain their aptness to teach in our schools. If necessary, they take university and state-sponsored classes to complete their course work in Elementary Education.

  • How are immersion programs funded? Do they take money away from other programs at the school?

    The district funds the immersion classrooms as they fund all classrooms, paying the salary of the teacher and providing teaching space. The immersion classrooms receive the same funding for supplies, books, etc. as do other classrooms in the building. District and school funds in excess of what is normally allotted to every classroom are not used to support immersion classrooms.  In addition, the immersion programs are given funds through money set aside by the Utah State Legislature specifically for the Dual Language Immersion schools. These monies are used to purchase textbooks, classroom supplies and other curricular needs, as well as covering the cost of substitute teachers when immersion teachers are at state-sponsored workshops. If a school dropped their immersion program, these funds would NOT be available to the school or the district. Because of the legislative money, immersion schools generally have district funds freed up that can used by other classrooms outside of the immersion program.

  • What happens when the immersion students reach junior high and high school? Won’t the language classes offered be too easy for them?

    7thand 8th grade students will be offering one or two courses per year of advanced language classes. The 9th grade the immersion students will take an A.P. (Advanced Placement) course and will be tested to receive college credit. Upon passing the AP exam with a 3 or higher students may take level 3000 university courses in grades 10-12. If students take all three courses throughout high school, they will graduate 6 credit hours (2 classes) short of a minor in the language.

Immersion Schools

Davis School District school boundaries and this feeder pattern are subject to change periodically as we adjust for population changes and the opening of new schools.     

Jr. High Pathway

Junior High Dual Language Continuation program

Participation in a dual language immersion program is considered to be a comprehensive educational experience.  Beginning in kindergarten, paired English and target-language teachers collaborate to support student mastery of both the core content standards and target language skills. It is our expectation that students who participate in the language immersion experience participate fully in the school academic day and its prescribed instructional design.
Dual Language Course Pathway for Secondary
First page of the PDF file: DualLanguagepathway
French 7-9
DLI 3 Honors 
  • Scope & Sequence
  • Unit 1 - Families & Community
  • Unit 2 - Contemporary Life
  • Unit 3 - Personal & Public Identities
  • Unit 4 - Science & Technology/Global Issues
  • Unit 5 - Contemporary Life/Global Challenges
  • Unit 6 - Science & Technology
Culture & Media
7th Grade Proficiency Report

High School Pathway


High School Bridge Dual Language Continuation program

The Bridge Program offers an advanced language pathway for high school students who have passed the Advanced Placement (AP) Language and Culture Exam, "bridging" the gap between completion of the exam and higher education. Students begin upper division university language course work in the high school setting, where each 3- credit college course extends over a full academic year of high school. This rigorous and supportive environment establishes a university and career pathway in two languages, and seeks to promote access to bilingual, biliterate, and bicultural citizenship in Utah.

For more information visit the University of Utah Dual Language Programs 
High School Bridge Dual Language Program
Bridge Program Enrollment 


STAMP Test for Dual Language Students

Avant STAMP Logo
In Davis School District all our level 4, 5, & AP students (and many level 3 students) take the STAMP assessment each March.

The data helps us ensure our curriculum is the best it can be, and we can also use it to help students make informed decisions about future placement and AP testing.  
The STAMP assesses the following modes of communication:  
  • Presentational Speaking
  • Presentational Writing
  • Interpretive Reading and Listening

A.P. Prep

Advanced Placement Prep

Many Davis School District students and teachers are anticipating the upcoming AP Language & Literature exams. We want to help our students do their best on these exams, so we've compiled some great tips for you.

This AP Language & Culture exams are designed to measure how well you communicate with others in the target language, how well you can present, and how well you can interpret (and respond to) what you read and hear. This includes your ability to think critically, your overall fluency, and especially your ability to communicate ideas. You should pass if you can comprehend the language close to how a native speaker would in many different contexts, most of which come from various Spanish-speaking, French-speaking, German-speaking, and Chinese-speaking milieu. The exams also gauges your cultural knowledge of the countries and people who use these languages. 

It may sound daunting, but you can do it! Similar to any standardized or AP test, the key is anxiety management and preparing well in advance. Here are some tips that will help you prepare for the AP Language & Culture exam:

  1. Get a tutor! There are tons of study booklets and materials available to help you practice, but a tutor can help you find the best ones, plus provide tips for helping you organize and channel your time. Using the AP themes as a guide, find articles and discuss them together.  Learn to express your opinion and support that opinion using information from the text and from your own experiences.

  2. Practice the language on mobile applications. These can help make learning fun and dynamic, where textbooks may fail.  While not the best way to learn a langauge, apps such as Duolingo can help.

  3. Manage your anxiety! Your fear about bombing the test may become a significant barrier, potentially bigger than the studying and the test’s difficulty itself!

  4. Remember, you got this far already. Mindfulness techniques can help — it’s no coincidence that students who believe in their ability to pass usually do.

  5. Begin preparing early— preferably four months before. Our brains absorb information the best when it’s presented relatively briefly but consistent over a large time span, such as 30-60 minutes of studying 3-6 times weekly. This is particularly true of language learning.

  6. Don’t underestimate the importance of practice tests. Kaplan and the Princeton Review both offer practice tests online. There are also many practice tests for the AP exams available for free online.

  7. Know how to use verb phrases that will help you express your opinions and support ideas--In my opinion...on the other hand...from my experience, etc

  8. Keep your general language skills fresh by practicing regularly! Keep in touch with friends you meet from countries where they speak the language and practice with people you know who also speak the langauge.

  9. Take advantage of online foreign langauge "chat" sites such as WeSpeke and Livemocha.  Those are two good ones and are safe for student use--especially WeSpeke. 

  10. Watch movies and television programs from the target culture. 

  11. Download Pandora and listen to foreign music whenever possible.

  12. In conclusion, you can do it! Systematic and early practice is the key.

AP Help and Support



Teacher Resources and Materials

Desk Standards, Posters, Instructional Videos, Sample Assessments, Unit Plans, Sample lessons, Target and Assessments have been moved to our own District Servers. To access these materials and documents please select your program of instruction and Log in using your ENCORE credentials. 
    Dual Immersion
Materials And Resources

If you have any questions or problems accessing any of these materials please contact Sergio Tello, Website and Technology leader for assistance at stelloblanco@dsdmail.net 


Bridge Orientation

Bridge Program Orientation