Presentation is loading. Please wait.

Presentation is loading. Please wait.

Dual Language at Brooklyn Arbor

Similar presentations

Presentation on theme: "Dual Language at Brooklyn Arbor"— Presentation transcript:

1 Dual Language at Brooklyn Arbor

2 Why Dual Language? Cognitive Benefits Academic Benefits
1) Brain researchers have found many benefits to being bilingual. Bilingual kids are better at solving certain types of problems, planning, and are better able to maintain their focus. Schooling in two languages leads to enhanced creativity and analytical thinking. 2) Students not only achieve at levels that are similar to or higher than those of their peers enrolled in other programs on standardized tests of reading and math in English, but in addition they are able to read and write at grade level in another language. This in turn positively affects general academic performance. Native English speaks who are already on grade level can exceed the achievement of their monolingually educated peers. Native English speakers who are lagging behind academically receive the accelerated instruction they need to “catch up” academically. For English Language learners, academic achievement in dual language settings is higher than that of their peers in ESL and transitional bilingual programs (see next slide). ALL STUDENTS BENEFIT FROM CHALLENGING, ACCELERATED, ADDITIVE LINGUISTIC INSTRUCTION.

3 -Studied over 700,000 student records from 1982-1996.
-NCE = normal curve equivalent (way of standardizing test scores on a scale). NCE of 50 is equivalent to performing on grade level. -Thomas &Collier found that ELLs in well-implemented one-way and two-way bilingual classes outperform their counterparts being schooled in well-implemented monolingual classes, as they reach the upper grades of elementary school.

4 More benefits… Social and cultural benefits Higher graduation rates
Enhanced job opportunities - Dual language programs develop very positive cross cultural attitudes about students of other backgrounds, and positive attitudes toward themselves as learners. Dual language students show a great deal of diversity in the friendship choices that they make, and that the dual language educational experience produces students who became comfortable with speaking the second language and interacting with members of other ethnocultural groups. Students in DL programs become more self-confident because they are better prepared to engage in a global society that values multiculturalism and bilingualism. --Research shows that there are fewer high school drop-outs from dual language programs than from other programs. Also, most dual language students expect to attend college. Thus, not only do dual language programs appear to improve academic performance but they may also enhance job opportunities in the future.

5 Our DL Vision and Goals The dual language program at Brooklyn Arbor strives for excellence in academics while promoting bilingual proficiency for all students. Students will develop essential multilingual and multicultural skills within an inclusive and supportive community that encourages parent involvement. Dual language at Brooklyn Arbor is an additive, enriching experience for students, staff and parents. DL at BA is an additive, enriching experience for students, staff and parents.

6 Our Dual Language Model
Kindergarten - Grade 5 50% of instruction in English; 50% of instruction in Spanish. This is a simultaneous model of bilingual education. Students learn to read in both languages at the same time. At the current time we have a K and 1st grade DL class. The program will grow each year until we have a DL class in each grade K-5, and perhaps PK-5.

7 Language Allocation: Alternating full-day
This year we are going to experiment with full days of instruction in each language. Over a two week period students will receive five full days of instruction in Spanish and five full days of instruction in English.

8 At Brooklyn Arbor our dual language program is considered two-way immersion because two groups of students are learning two languages. Students use each other as language models. Classes consist of English proficient students (SSLs) and Spanish dominant students (ELLs).

9 Estudio de palabras (Estrellita) Taller de lectura Taller de escritura
HORARIO Reunion de la mañana Estudio de palabras (Estrellita) Taller de lectura Taller de escritura Lectura en voz alta Escritura y lectura compartida o interactiva Juego/Desarrollo de Lenguaje Matemáticas Enriquecimiento (PREP) Ciencias/Estudios Sociales SCHEDULE Morning Meeting Word Study (Wilson) Reader’s Workshop Writer’s Workshop Read aloud Shared or interactive writing and reading Play/Language Development Math Enrichment (PREP) Science/Social Studies Curriculum is the same as in non-dual language classrooms, however word work sequence is altered.

10 Supporting Second Language Learning at Home:. listen to music
Supporting Second Language Learning at Home: *listen to music *educational tv programs *bilingual books *apps for ipads and iphones *label the environment with vocabulary words and make an attempt to use second language whenever possible

11 Resources to Take Home Estrellita initial sound packet
Sonidos iniciales chart CD Dictionary (K students) Flashcards (All students)

Download ppt "Dual Language at Brooklyn Arbor"

Similar presentations

Ads by Google