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District reports growth in world languages and dual-language immersion programs
Summary
Winston-Salem/Forsyth County Schools reported expanded world-language enrollment (about 15,000 students), growth in dual-language immersion (around 1,300 students) and high numbers of Global Languages endorsements; staff noted staffing and resource challenges for program expansion.
The board received an update April 8 on world language and dual-language immersion (DLI) programs showing steady growth and stronger outcomes for participating students.
Dr. Leslie Baldwin, director of world languages, told the board that about 15,000 students districtwide are enrolled in world-language courses and that the district is a state leader in language education measures. She said 468 students earned the state’s Global Languages endorsement last year and that American Sign Language is the fastest-growing program by enrollment. Baldwin said staffing remains a central challenge: many new hires arrive via alternative licensure and require additional supports.
Baldwin described the district’s DLI model and results: the district operates both one-way programs (where most students are heritage Spanish speakers) and two-way programs (mix of native English and native Spanish speakers). About 1,300 students participate in DLI across several elementary schools; they feed into East Forsyth and Paisley for middle school and East Forsyth High School for high school, with planned expansion into Parkland. Baldwin said end-of-grade data for 2023–24 showed DLI classrooms often outperformed comparison classes in math, science and reading at several grade levels, and she noted UNCG is partnering with the district on a deeper multi-year data review.
Board members asked how many DLI classes exist at each grade; Baldwin said one-way schools typically have one class per grade while two-way sites may have two or more. She emphasized that DLI requires specialized instruction—tactile, visual and communicative methods rather than worksheet-driven lessons—and that teachers must be certified in content and trained in language acquisition.
The board did not take action; the presentation was informational.
