There are many myths and misconceptions about language acquisition. Check out this article from Dual Language Schools: https://duallanguageschools.org/columns/myth-busters-in-dual-language-learning/
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How Can I Support My Child's Language Learning in the Dual Immersion Program?
Even if parents don't speak one of the target languages of their child's DLI program, parents still support language development at home. We must understand that children will often be reluctant to "perform" in the second language for adults.
Some of the key ways parents can support and foster a language-rich environment are listed below:
•Create a supportive learning environment in the language of the home; read, write, listen, and talk to your student in your own language.
•Read WITH and TO your child in your native language EVERY day.
•Ask open-ended questions. (Use question words such as "how," and "why.")
•Encourage curiosity by teaching children to question the world around them.
•Emphasize the value of acquiring another language.
•Applaud their efforts in the language immersion.
•Develop effective study skills.
•Volunteer in the immersion classroom or help with materials, activities, or field trips.
•Extend cultural experiences beyond the classroom.
•Expose your student to the language through technology and media.
•Later, encourage your child to participate in an exchange or service program that will require interaction with people in the target language.
What is Proficiency?
Learning a language is very different than learning content areas. In order to determine success with language, language teachers must ascertain the proficiency levels of their students. Many often confuse proficiency with performance or achievement. Quite simply put, proficiency is the ability to use language in a real-world situation. Performance is the ability to use language in a limited and controlled situation such as a classroom or controlled situation-based exchange, and Achievement is the ability to repeat language elements that have been taught and mastered at some level. Each of these areas, proficiency, performance, and achievement has a role in language learning, but only proficiency is what people use to communicate in the real world. In language learning, proficiency is the KEY. It allows us to know what students can do with the language in spontaneous, unrehearsed, real life situations.
ACTFL, the American Council for Teachers of Foreign Language, is the national organization that has defined language proficiency for K - 12 settings. More information regarding ACTFL and proficiency can be found on the ACTFL website: https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
DLI and world language programs often have establish Proficiency Targets in all four skills: listening, reading, speaking, and writing. These targets assist teachers in creating an instructional focus and establishing expectations for student output. Because there are many factors that influence language acquisition, not all students are expected to attain the targets in all four skills.