Armenian Dual Language
Educators Association
Bridging Languages. Connecting Hearts. Empowering Youth.
Uplifting Armenian language, identity, and cultural
intelligence through dual language education.
Our Vision
ADLEA envisions a thriving global community where Armenian Dual Language educators lead with heart, vision, creativity, and purpose. Rooted in Armenian heritage, we are shaping a future where every learner becomes a confident, culturally grounded, and multilingual changemaker.
Our Mission
Our mission is to ignite a movement where culture, innovation, and education unite to shape a future of empowered youth and thriving communities, equipping educators with the tools, wisdom, and global connectivity to transform learning from the inside out.
A Holistic Ecosystem of Support for the
Armenian Dual Language Programs
Armenian Communities Around the World
Children in the Armenian communities are at the heart of every decision we make.
The Identified Problems We Address with Our Solutions
No Centralized Support
Armenian DLI educators work without coordinated resources or a shared network. Each teacher and program builds its own materials and systems from scratch, with no central hub to turn to for consistent, qualified support specific to Armenian dual immersion.
Scarce Instructional Materials
High-quality, standards-based, culturally responsive materials are hard to find. What exists is continuously recreated by individual teachers working in isolation, with no shared platform for exchanging what already works.
Regional Disconnect
Educators across districts, cities, and countries who teach all subjects in Armenian and another language lack ways to collaborate. Programs that could learn from one another instead develop in parallel, repeating the same trial and error.
Assessment Gaps
No standards-based proficiency measures exist to track learner progress. Without shared benchmarks, teachers have no reliable way to know whether learners are gaining true biliteracy, and districts lack the data to justify continued investment in the model.
Teacher Shortage
Schools and districts struggle to find qualified teachers for the dual immersion model. Educators trained in both the Armenian language and dual immersion pedagogy are rare, and no pipeline currently exists to prepare the next generation to fill this gap as programs grow.
Policy & Advocacy Gap
Armenian DLI lacks visibility and support at the policy level. Without coordinated advocacy, programs are left to secure funding and institutional recognition individually, slowing the growth of the model where it is needed most.
Join the Movement
Bridge languages, connect hearts, and empower youth alongside educators building something bigger than classrooms.
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