Presentation on theme: "LUPE LLOYD & ASSOCIATES, INC."— Presentation transcript:
1LUPE LLOYD & ASSOCIATES, INC. BILITERACY OUTSIDE THE BOX: Meeting the Needs of Struggling Second Language LearnersLUPE LLOYD & ASSOCIATES, INC.
2PROFILE OF A GRADUATE THINK GLOBAL CONTEXT THINK ECONOMIC CONTEXT THINK TECHNOLOGY CONTEXTTHINK ACADEMIC CONTEXTTHINK SOCIAL CONTEXTTHINK LITERACY CONTEXTTHINK LINGUISTIC CONTEXTTHINK PERSONAL CONTEXT
3What language and literacy skills will these graduates need for the future?
4MYTHS ABOUT LANGUAGEThey don’t need Spanish let’s just teach them English. The more English the more better theory.This actually slows down language acquisition and causes cognitive regressions. They need both to accelerate academically.If we teach the two languages together the kids get confused. The brain has the capacity for 40 languages.They can transition later. Transition seldom happens until it is time to sink or swim. There is a 40% drop out rate for ELLs.They have to be reading in Spanish before we teach them to read in English. Most students are struggling in 3rd through 5th grade with decoding, high frequency words, fluency, comprehension, spelling, and writing in English.Pobrecitos…it’s too hard for them. Students struggle with comprehension or STAAR analytical reasoning with only one or two years of English experience.If we only focus on Spanish success, we have left behind English language acquisition and created academic gaps.
5WHAT RESEARCH SAYS ABOUT LANGUAGE Language begins in the womb as parents sing, speak or read to a child.The younger the child, the more predisposed to language with no accent.After puberty the synapses in the brain solidify and it is harder to discriminate sounds. That is why some people never loose their accent.The strength in L1 or first language has a direct correlation to the strength in L2 or second language.If a child only receives partial development in his first language, it will impair the acceleration of the second. Referred to as fossilization.Language is developmental and academic language must be explicitly taught and only occurs with formal schooling.True proficiency is being able to listen, speak, read, and write in a language.Only similar features of a language transfer everything else must be explicitly taught.
6BALANCED BITERACY PRACTICES REASERCH BASED BEST PRACTICESBALANCED BITERACY PRACTICES
7LUPE LLOYD ACADEMIC EXCELLENCE BILITERACY MODEL Recognized by U.S. Department of Education forAcademic Excellence
8ACADEMIC EXCELLENCE BILITERACY MODEL COMPONENTS Academic development in two languages Pre-K – 5thContinued development at secondary level or third language.Students acquire AP Credits for college in Spanish and graduate with three languages.Simultaneous literacy developmentExplicit balanced literacy development in both languagesNo transition, only biliteracy developmentAcademic development in two languages in ELA, Math, Science, and Social Studies.Closes language and academic gaps by third grade.Most students have the capacity to test on the STAAR in English 3rd-5thBiliteracy development continues beyond English acquisitionStudents are assessed continuously in two languagesData driven decisions are used for needed interventions
9LINHOLM’S RESEARCH BEST PRACTICES Long Term TreatmentOptimal Input in Two LanguagesIntegration of ELA to curriculumSeparation of LanguagesAdditive ApproachHome-school Collaboration
10EXEMPLARY DUAL LANGUAGE NATIONAL STANDARDS Explicit language arts and content instruction are provided in both languages systematically throughout their developmentProgram design and curriculum are faithfully implementedTeachers use a variety of strategies to ensure student comprehensionInstruction promotes metalinguistic awareness and metacognitive skillsComprehensive data and accountability system based on State and Federal StandardsStudents are assessed in both languages
11EFFECTIVE READING INSTRUCTION RESEARCH Phonemic AwarenessPhonics & Word StudySpelling & WritingFluencyText ComprehensionVocabulary
12KEY: BALANCED LITERACY MUST BE DONE IN TWO LANGUAGES!!Read AloudPhonemic StudyWord WorkLiteracy CentersGuided ReadingReader’s WorkshopWriter’s Workshop
13STRATEGIC TARGETS BALANCED LITERACY EXPLICIT INSTRUCTION LANGUAGE AND VOCABULARY DEVELOPMENTACADEMIC LANGUAGE PROFICIENCYCRITICAL READING SKILLS
14EMERGENT STRATEGIESNEWS OF THE DAYPHONEMIC STUDYHIGH FREQUENCY WORDSWORD WORKCOGNATESSCAFFOLDED READINGSCAFFOLDED WRITING
15TRANSFERABLE VS NONTRANSFERABLE SKILLS LANGUAGE AND LITERACY DEVELOPMENTTRANSFERABLE VS NONTRANSFERABLE SKILLS
16SPANISH VS ENGLISH COMPARISON Spanish only has five vowels and vowel soundsSpanish is a syllabic languageThere are no variationsEnglish has many vowel soundsBased on individual phonemic sounds1,120 letter combinations to make 44 sounds
17TRANSITIONAL MODELSBegin in Spanish and transition to English by 3rd or 4th gradeSometimes at the expense of their SpanishOR Sometimes they never transition and we hope it happens in middle school where all curricular materials are in EnglishUsually blocks of one hour during the dayMay also include teaching Math and Science in EnglishBeware of Dual Language Models that use transitional practicesBegins in Spanish and gradually transitions to EnglishMay bridge from one language to another but no equal access to literacy in the second language.Sometimes at the expense of their first languageOR Sometimes they never transitionUsually 90/10, 80/20, 70/30, 60/40upper grades are sometimes 50/50May also include teaching of Math and Science in EnglishBeware of Biliteracy Models that use transitional practices
18PROBLEMS WITH TRANSITIONAL MODELS If you drop the Spanish it will result in language loss and cognitive regressions.If the program is not developing the acquisition of English and Spanish, it is not an effective program.Even if you increase the time for English, it will not give you better results. It falls under the more English, the more better theory.Only Explicit Literacy Development makes students academically strong and must be anchored to strong literacy practices.If all of the textbooks they read are in Spanish, we are not making them college ready.If all of their college books and assessments are in English, WE ARE NOT DEVELOPING CRITICAL READERS
19TRUE BILITERACY ROCKSThe goal is to close the language and literacy gaps by third grade so that students can do critical and analytical reading in both languages in the upper grades.Most students in a Biliteracy program since Pre-K can take English state assessments beginning in 3rd grade.The goal is for students to become bilingual and biliterate pre-K-5th and have the option to take a Spanish Literature course for Spanish speakers and eventually do Advanced Placement for college credit.OR Take a third language and graduate with three languagesBiliterate students are college ready with strong critical reading skills in English and Spanish for success.
20TRUE BILITERACY ROCKSStudents graduating Biliterate or Tri-Literate need to have a special designation on their diploma.Districts committed to BILITERACY make it a board policy.Uses simultaneous literacy development Pre-K to 5thAnchors to research-based balanced literacy practicesLiteracy skills are explicitly taught in both languagesTargets Biliteracy in all core subjects: Math, Science, Social Studies, and Language Arts.