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Beyond Programs: New Variations and Configurations of Bilingual Education in New York City High Schools Haiwen Chu Ofelia García City University of New.

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Presentation on theme: "Beyond Programs: New Variations and Configurations of Bilingual Education in New York City High Schools Haiwen Chu Ofelia García City University of New."— Presentation transcript:

1 Beyond Programs: New Variations and Configurations of Bilingual Education in New York City High Schools Haiwen Chu Ofelia García City University of New York Graduate Center NABE 2011

2 Latinos in New York City High Schools (LAT-NYHS) A Collaborative Research Project of: The Ph.D. Program in Urban Education, Graduate Center, CUNY The Research Institute for the Study of Language in Urban Society New York City Department of Education Dr. Ofelia García Mr. Haiwen Chu Mr. Nelson Flores Ms. Suzanne Dikker Ms. Laura Kaplan Ms. Heather Woodley

3 Two Views on New York City Language GroupPct Spanish67.4% Chinese11.4% Bengali3.0% Arabic2.6% Haitian-Creole2.3% Language GroupPct Spanish57.1% Chinese8.2% Yiddish4.8% Russian3.8% French-Creole3.1% “ELL” 14% of DoE LOTE 47.8% Census, High School Enrollees All grades DoE (2009)

4 Latino and Spanish-Speaking Public High School Students in NYC SOURCE: ACS Percentage Latino mean = 38% max = 86% Percentage Speaking Spanish at Home mean = 31% max = 79%

5 New York's Official Program Types * Free-standing English as a Second Language * Transitional Bilingual * Dual Language

6 Enrollments in Transitional Bilingual Percentages of New York City High School Students who are Emergent Bilingual

7 Four-year Latino Graduation Rates in Cohorts SOURCE: DOE

8 Percentage Latino in Cohorts SOURCE: DOE

9 ELLs/Emergent Bilinguals in Graduating Cohorts of SOURCE: DOE

10 Sample Selection Latino 4 Year Graduation Rate 50% 36% Percentage of cohort Latino Percentage of cohort “ELL” 37% 13%

11 Characteristics of Selected Schools

12 School-Level Data Collection Classroom observations –Two days following schedule of ninth grade students One English-dominant One emergent bilingual Interviews –Administrator –Guidance counselor –Teacher

13 Findings Bilingualism in education Collaborative Structures Dynamic Assessment Practices A Culture of Caring Substantial Supplementary Services Culturally Relevant Pedagogy

14 Translanguaging a process of student or teacher use of bilingual/multiple discursive practices as “sense-making” of learning or teaching in multilingual classrooms (Garcia, 2009). Who? Where? When? How? Why?

15 Teacher commands in gym class “Pick up the pace…” “Rápido” “Seis, cinco, cuatro, tres, dos, uno.” “all captains in front” “uno, cuatro” “sit down” “Muévete, muévete, no te quedes así!” “Argentina, tienes que levantar los brazos.” “Tiene que pasar la bola también. Levanta la mano. Alguien está libre, pasa la bola.” “She’s fine, vamos, vamos, vamos.”

16 Teacher-produced handout English is in bold Spanish cognate in bold Elaboration in Spanish Only in Spanish Spanish translations

17 Student group-produced vocabulary poster

18 Student-Student Summarizing of Reading at End of Class “ven conmigo” “That's the beginning”. “alta clase, inteligente” “incompetente y estúpido”. “they are pretending to make clothes.” “burro”. “incompetent” “parade” “so he's naked... why is he naked?” “nosotros” “cuando están borachos”

19 Teacher Prompting Students’ Linguistic Summaries in Spanish and Chinese A ladder is to reach a window 12 feet high and be 5 feet from the building. How long does the ladder need to be? The student explains rapidly in Spanish, using words such as edificio, ventana, llegar, escalera, hipotenusa, and “raíz cuadrada”.

20 Contact Information


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