Dual Language Education Essentials for Program Design and - - PowerPoint PPT Presentation

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Joel Lavin lavin@4j.lane.edu

Eugene School District 4J

Dual Language Education Essentials for Program Design and Implementation

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∗ Dual Language Overview:

Elementary Secondary

∗ Understand the planning behind a successful dual language program k-12 and learn the decision points and non-negotiables to be set in any program.

Agenda

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∗ What are the basic, essential components of an effective dual language program?

Essential Question

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∗ Definition of Dual Language ∗ Common Goals: elementary & secondary ∗ Non-negotiable Components in elementary & secondary ∗ Different types of Dual Language Programs based on student population:

Two-Way versus One-Way

Dual Language Overview

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Dual Language Programs use two languages in two ways. First way: What languages are used and how? Two languages are used for instruction of new content, this is

• immersion. Language is not content in immersion programs.

Second Way: Who uses the languages? Two groups of students are typically involved: ∗Native English speakers ∗Native speakers of Spanish or other “target” languages ∗One group means “One Way”

Dual Language Program Definitions

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Elementary Level

All students will…..

• Be at or above grade level

Become bilingual & bi-literate by

• Developing high levels of academic

proficiency in their first language Developing high levels of academic proficiency in a second language

• Demonstrate positive cross-cultural

attitudes and behaviors/ “cross-cultural competency”

Taken from a DLeNM presentation

Secondary Level

All students will . . .

• Attain high academic abilities in

both English and the target language

• Become fully bilingual and bi-literate
• Develop multicultural competence
• Promote student leadership

v Prepare students for global careers and global citizenship

Taken from an Ysleta ISD presentation

Dual Language Program Goals

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White = Spanish

English speaking home

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• Min. of

50% in Spanish in a DL classroom

Outside of School & Home

Spanish Speaking home

Language Environment

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Dual Language Instruction

Classes in English & Spanish

K

Academic Proficiency Bilingual Biliterate Cross Culturally Competent

L1 = Spanish L1 = Eng.

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Sh Sheltered In Instruction

• ESL

ESL Co Content

• Tr

Transitional Bi Bilingual Ed Education

• Su

Submersion

• St

Structured En English Im Immersion

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Ò Developmental One-Way (Maintenance?)

É Mostly native Spanish speaking students

Ò Two-Way Immersion

É Balanced numbers of students who are native

English speakers and native Spanish speakers

Ò Heritage Language One-Way

É Native English speakers from the same cultural

background as the target language

Types of Dual Language Programs Based on Student Population

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Ò Program Design Model

É 50:50 or 90:10, also 80:20

Ò Staffing

É Self-Contained or Team Teaching

Ò Language of Initial Literacy

É Native Language or Both Simultaneously

Ò Language of Content Areas

Needs to be decided with a team that includes all stakeholders and is well communicated to staff and district.

Elementary School Implementation Quality Decisions to Make

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Dual Language Non- Negotiables

Elementary Level ∗ A minimum of 50% to a maximum of 90% of instruction in the target language ∗ Strict separation of languages for instruction (no translation) ∗ K-12 commitment (min. of K-5 if your district does not yet have secondary DL programs) Why k-5? It takes 5-7 years for students to learn a language and become proficient at speaking, reading, and writing in that language.

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100% 90% 80% 70% 60% 50% 40% 30% 20% 10%

K 1st 2nd 3rd 4th 5th

Spanish English L1 = Child’s 1 st Lang. L2 = Child’s 2 nd Lang.

L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 Native Spanish Speaker L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 Native Eng. Speaker

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100% 90% 80% 70% 60% 50% 40% 30% 20% 10%

K 1st 2nd 3rd 4th 5th

Spanish English L1 = Child’s 1 st Lang. L2 = Child’s 2 nd Lang.

L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 Native Spanish Speaker L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 Native Eng. Speaker

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Ò Native Language (Sequential Biliteracy)

É Literacy is introduced in the students’ native language first

Ò

É Students are separated into native language group for

literacy instruction (Two-Way Immersion)

É Primary grades only (K-1 st )

Both Simultaneously

É Literacy is introduced in both the students’ native language

and second language at the same time

É Students are not separated during literacy instruction

Needs to be clearly articulated in your Curriculum Alignment Plan

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Literacy Development

Ò 90:10 Model

É É

Native Spanish Speakers – Literacy is introduced in the students native language Native English Speakers – Literacy is introduced in their second language (Two-Way Immersion)

Ò 50:50 Model

É Native Language or Simultaneously

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Initial Literacy Effects the Program Model

Ò Ò Ò Ò

Providing more hours of English does NOT result in higher English achievement Little Spanish and mostly English can lead to lower Spanish AND English achievement Providing dual language program instruction leads to higher English AND Spanish achievement Social class is still a factor – students on free lunch scored lower than students not on free lunch

É Two-Way Immersion Education: Testing and Accountability (Lindholm-

Leary, 2002)

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What does the research say?

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— Dual language programs are the only programs

that assist students to fully reach the 50 th percentile in both their first and second languages in all subjects and to maintain that level or higher through the end of schooling.

¡ ANational Study of School Effectiveness for Language

Minority Students’ Long-Term Academic Achievement Final Report (Thomas & Collier, 2002)

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What does the research say?

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What does the research say?

Thomas and Collier, 2009- Students tested on English Reading state exams. These results have been validated by looking at over 2 million student records.

Rio Grande Cluster K-12 Dual Language Education Framework

PreK-5

Recruitment Late Entry Process

6-8

Recruitment Late Entry Process

9-12

Recruitment Late Entry Process

Assessment/Accountability Assessment/Accountability PR/Communication/Family Education Professional Development LA Curriculum Curriculum Cross Cultural Compentency Professional Development LA Curriculum Curriculum Cross Cultural Compentency Staffing Support System

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Questions

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