Q&A: Inside WAB’s Dual Language Program 

As WAB’s Dual Language Program hits the mid-way point of its first year, we took the opportunity to pause and reflect. For this mid-year check-in, we sat down with JG1 Dual Language teacher Ms. Victoria, Dual Language Teaching Assistant Ms. Du, and Head of the Dual Language Program Ms. Yvonne, to talk about student growth, bilingual learning, and what this integrated approach looks like in practice. Their reflections offer a snapshot of how students are developing confidence, connection, and true bilingualism and why the Dual Language Program at WAB is an exciting pathway for families considering it in the upcoming school year. 

Q: What is WAB’s Dual Language Program?  

A: WAB’s Dual Language Program is designed to build true bilingualism and biliteracy. Students learn through both Chinese and English, using the two languages as tools to access content in areas such as science, social studies and math. Rather than treating language as a separate subject, language becomes the medium through which students think, explore, and learn.  

Q: What has stood out about student growth so far this year?  

A: One of the most noticeable changes has been students’ confidence and flexibility with language. Students are increasingly comfortable drawing on their full language repertoire, switching between Chinese and English to express ideas, solve problems, and communicate their thinking. Beyond language, students are also showing growing curiosity about Chinese culture, making stronger social connections with their classmates, and feeling a deeper sense of belonging within a diverse learning community.  

Q: What kinds of learning experiences show how far students have come?  

A: As the year has progressed, students now understand and respond confidently to classroom routines and instructions in both languages. More importantly, they are using language to access learning more independently. English-dominant students are speaking more Chinese with their peers, and Chinese-dominant students are using English more naturally in conversations. This has helped close the gap between different language backgrounds and allows all students to engage more fully with academic content and with each other. 

Q: How does learning in two languages deepen students’ thinking?  

A: Learning in two languages encourages students to see ideas from multiple perspectives. When students explore the same concept in Chinese and English, they begin to recognize connections that go beyond language. Learning two languages helps students understand that ideas can be shared across cultures, even when they are expressed differently.  

Students also deepen their thinking by noticing how different languages reflect different ways of seeing the world. For example, in English, students use one word, grandmother, to describe both their maternal and paternal grandmothers. In Chinese, however, each is called by a different name, showing how family relationships are defined more specifically. Through these comparisons, students begin to understand that languages don’t just use different words; they highlight different cultural values and ways of thinking. Learning this through both Chinese and English helps students become more aware and thoughtful communicators. 

Q: Can you give an example of how students relate to the two languages? 

A: Students quickly notice that some ideas are easier to express in one language than the other. For instance, counting patterns in Chinese are highly consistent: eleven is ten and one put together, 十一, while English numbers require more memorization. Conversely, describing weather may feel more intuitive in English, for instance cloudy, because there are lots of clouds in the sky, while Chinese introduces new structures and characters, 阴天 or shady sky. Through these comparisons, students learn to think flexibly and choose the most effective strategies for learning.  

Q: How does classroom diversity support learning?  

A: A classroom with many home languages creates rich learning opportunities. Students regularly learn from one another, acting as language models in different situations. Sometimes students are grouped by similar language needs; other times, mixed-language groupings allow peers to support one another naturally. This diversity fosters collaboration, empathy, and a shared sense that learning is something everyone is working toward together.  

Q: How does this year prepare students for next year and beyond?  

A: By the end of the year, students will have developed a stronger and more balanced foundation in both languages, and we’re already seeing it. This prepares them well for the next stage of the program, where they can build more advanced skills with confidence. Just as importantly, students develop strong learning routines, instructional language, and a positive mindset toward language learning, skills that will support them well beyond the Dual Language Program.  

Q: What would you say to families considering the Dual Language Program?  

A: WAB’s Dual Language Program approaches bilingual learning in a deeply integrated and inclusive way. Languages are not separated or isolated; instead, students learn to move fluidly between them while building strong conceptual understanding. With two language models in one classroom taught by one teacher, students feel supported, immersed, and part of a connected community, no matter their language background. The program also reflects WAB’s commitment to China connectedness. By learning through Chinese, and about Chinese culture, students gain a more authentic, meaningful connection to our host country. This depth of language and cultural learning helps students become confident communicators, thoughtful learners, and globally minded individuals.