Dual Language Education Essentials for Program Design and Implementation Joel Lavin lavin@4j.lane.edu Eugene School District 4J 1 1 1/23/17
Agenda ∗ 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. 2 1/23/17
Essential Question ∗ What are the basic, essential components of an effective dual language program? 3 1/23/17
Dual Language Overview ∗ 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 4 1/23/17
Dual Language Program Definitions 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” 5 1/23/17
Dual Language Program Goals Elementary Level Secondary Level All students will….. All students will . . . Be at or above grade level • Attain high academic abilities in • both English and the target Become bilingual & bi-literate by • language Developing high levels of academic • • Become fully bilingual and bi-literate proficiency in their first language • Develop multicultural competence Developing high levels of academic • • Promote student leadership proficiency in a second language Demonstrate positive cross-cultural • attitudes and behaviors/ “cross-cultural v Prepare students for global careers competency” and global citizenship Taken from a DLeNM presentation Taken from an Ysleta ISD presentation 6 1/23/17
Language Environment 10 Outside of School & Min. of 50% in Home Spanish in a DL classroom English speaking Spanish home Speaking home White = Spanish 7 1/23/17
Academic Proficiency Bilingual Dual Language Instruction L1 = Spanish Biliterate K Classes in English & Spanish L1 = Eng. Cross Culturally Competent 8 1/23/17
Instruction • ESL ESL Co Content Sheltered In • Tr Transitional • Su Submersion Bi Bilingual Ed Education • St Structured En English Immersion Im Sh 9 1/23/17
Types of Dual Language Programs Based on Student Population 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 10 1/23/17
Elementary School Implementation Quality Decisions to Make 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. 11 1/23/17
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. 12 1/23/17
K 1st 2nd 3rd 4th 5th 100% Spanish 90% English 80% 70% L1 = Child’s 1 st Lang. 60% 50% L2 = Child’s 2 nd Lang. 40% 30% 20% 10% 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 13 1/23/17
K 1st 2nd 3rd 4th 5th 100% Spanish 90% English 80% 70% L1 = Child’s 1 st Lang. 60% 50% L2 = Child’s 2 nd Lang. 40% 30% 20% 10% 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 14 1/23/17
Literacy Development Ò Native Language (Sequential Biliteracy) É Literacy is introduced in the students’ native language first É Students are separated into native language group for literacy instruction (Two-Way Immersion) É Primary grades only (K-1 st ) Both Simultaneously Ò 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 24 15 1/23/17
Initial Literacy Effects the Program Model Ò 90:10 Model Native Spanish Speakers – Literacy is introduced in the É students native language Native English Speakers – Literacy is introduced in their É second language (Two-Way Immersion) Ò 50:50 Model É Native Language or Simultaneously 25 16 1/23/17
What does the research say? Providing more hours of English does NOT result in higher Ò English achievement Little Spanish and mostly English can lead to lower Spanish Ò AND English achievement Providing dual language program instruction leads to higher Ò English AND Spanish achievement Social class is still a factor – students on free lunch scored Ò lower than students not on free lunch É Two-Way Immersion Education: Testing and Accountability (Lindholm- Leary, 2002) 28 17 1/23/17
What does the research say? 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) 27 18 1/23/17
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 . 19
Rio Grande Cluster K-12 Dual Language Education Framework PreK-5 6-8 9-12 Recruitment Recruitment Recruitment Late Entry Process Late Entry Process Late Entry Process Assessment/Accountability Assessment/Accountability PR/Communication/Family Education Professional Development Professional Development LA Curriculum LA Curriculum Curriculum Curriculum Cross Cultural Compentency Cross Cultural Compentency Staffing Support System
39 21 1/23/17
Questions 22 1/23/17
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