The GLOBE Academy is a Dual Language Immersion (DLI) school with a 50/50 model, meaning that half of a student's instruction time is in English and half is in a target foreign language. Children are assigned to a homeroom with other classmates and have a "partner" class. In Kindergarten, children spend half the school day in their English classroom with a teacher who speaks English and then switch with the partner class, spending the remainder of the day in their target language classroom with a teacher who speaks that language. In Grades 1-5, children spend the entire day in English or the target language and switch every other day.
GLOBE offers three language tracks: Spanish, French and Mandarin. Upon enrollment, a student is assigned to a language track and stays in that language track throughout their time at GLOBE. Families who speak the target language at home, children who have attended a language immersion preschool, and the younger siblings of our current students are given preference in language track placement. All other students are randomly assigned by GLOBE to balance classrooms with boys and girls and to reflect the diversity of our school as a whole.
In middle school, the immersion model ends. Students follow a typical 7-period day with all classes taught in English and take an accelerated foreign language course for high school credit.
In addition to learning another language, our students are introduced to life in other countries through regular interaction with teachers, parents, and community members from other cultures, as well as school-wide cultural celebrations and service-learning projects.
Learn more about Dual Language Immersion at the Georgia Department of Education DLI website.
DLI students achieve higher proficiency in the second language than with traditional foreign language instruction.
DLI students are better prepared for the global community and job markets in the 21st century.
DLI students are more aware of and generally show more positive attitudes towards other cultures and an appreciation of other people.
DLI students typically develop greater cognitive flexibility, demonstrating increased attention and memory, superior problem-solving skills as well as an enhanced understanding of their
primary language.
DLI students perform as well as or better than English-only students on standardized tests in English, including students from a range of socioeconomic and ethnic backgrounds, as well as with diverse cognitive and linguistic abilities.
Students from DLI programs have higher attendance rates and lower drop-out rates compared to regular programs.
