Presentation on theme: "Guiding Questions What are the basics of Dual Language (DL) Programs?"— Presentation transcript:
1 Dual Language Program 101 School District U-46 Informational Meeting 2010-2011 School Year
2 Guiding Questions What are the basics of Dual Language (DL) Programs? What does the research say?What do we need to do to start a DL Program?
3 What are the basics of a dual language program? DefinitionCommon GoalsNon-negotiable Components
4 Dual Language Programs... Definition Use two languages in two waysTwo languages are used for instructionAccording to the school demographicsTwo groups of students are typically involvedNative English speakers or English-dominant studentsNative speakers of Spanish or other “target” languagesOne group of students is involved - One WayThis is a very basic definition of dual language. Two languages are usually used in two ways: One is that two languages are used for instruction and the other is that there are usually two group of students of two different languages involved.English-dominant students refer to those students who don’t qualify to receive ELL services
5 Dual Language Programs in U-46 Same Basic Principles, Different Language Groups One-Way Dual LanguageOne Way Dual language programs are implemented in demographic contexts where only one language group is availableTwo-Way Dual LanguageTwo-Way Dual Language programs have the demographics to invite English-dominant students to join their ELL peers in an integrated bilingual classroom. There should be an approximate balance of students of each language background.English Language LearnersSpanish-speakingNative English speakers or English-dominant studentsTwo-Way Dual Language ProgramSpanish-speaking English Language LearnersOne-Way Dual Language ProgramDual Language programs are designed to serve English Language Learners and will be the program model in U-46 that ELL students will be entitled to receive.There are two terms under the umbrella of Dual Language education that will be used throughout U-46 : One is the One-Way Dual Language and the other is the Two-Way Dual Language, which have the same principles, but vary in the language groups:One-Way Dual language programs are implemented in demographic contexts where only one language group is available.In U-46, the One-Way Dual language programs will be composed of only Spanish-speaking English Language LearnersTwo-Way Dual Language programs have the demographics to invite English-dominant students to join their ELL peers in an integrated bilingual classroom. There should be an approximate balance of students of each language background, with no less than one third of English-dominant students. In U-46, the Two-Way Dual Language programs will be composed of Spanish-speaking English Language Learners and English-dominant students.
6 Dual Language Program Goals All students will…..Be at or above grade level.Develop high levels of proficiency in their first language.Develop high levels of proficiency in a second language.Demonstrate positive cross-cultural attitudes and behaviors.Dual Language program goals are for all students to at or above grade level by ensuring short and long-term academic success of all students through enhancing student outcomes and closing the achievement gap. This happens as students acquire cognitive flexibility, higher-order thinking skills, and better problem-solving abilitiesAnother goal is to develop high levels of proficiency in their first and second language.And one other goal is to demonstrate positive cross-cultural attitudes and behaviors which is doneBy Expanding students’ world viewBy altering their sense of self into a broader understanding of different cultural normsAnd by building “bridges of understanding” in neighborhoods and communities
7 Dual Language Programs Non-negotiable components A minimum of 50% to a maximum of 90% of the daily instruction in the “target” language (e.g. Spanish, Navajo, Zuni, etc)Strict separation of languages for instruction (no translation)K – 8th grade commitment
8 Outside of School & Home Min. of 50% in Spanish in a DL classroom Language Environment8Outside of School & HomeMin. of 50% in Spanish in a DL classroomEnglish speaking homeSpanish Speaking homeThis is an illustration of a conversation between two Spanish speaking mothers. One who has her child in Dual Language program and the other is trying to decide where to put her child in the Dual Language program or the general education program, since mom’s main goal is for the child to learn English.All that is in blue represents the English-speaking environment outside of school and home. As you can see, the Spanish-speaking child is surrounded by English. Which is the social language, the language of “power”.If we look at the Spanish speaking home, there is small yellow circle – where Spanish is spoken at the home. However, if the child has older/younger siblings, there is a high probability that they will be communicating in English. Hence, the blue circle around it.For the native English speakers, English is spoken inside and outside the home and outside in the community, including the school.Therefore, in a dual language classroom, it is very important to maintain the Spanish instruction without English interference, because this is the only place where students will receive academic Spanish and English instruction.So, at the end, the one mother is convinced that even in a dual language program, her child will learn English. .Blue = EnglishYellow= Spanish8
9 What does the research say? Providing more hours of English does NOT result in higher English achievementLittle Spanish and mostly English can lead to lower Spanish AND English achievementProviding dual language program instruction leads to higher English AND Spanish achievementTwo-Way Immersion Education: Testing and Accountability (Lindholm- Leary, 2002)
10 What the research says – The Graph 1– Two-Way Dual Language Ed including Content ESL2– One-Way Dual Language Ed. including Content ESL3– Transitional Bilingual Ed., including ESL taught through academic content4– Transitional Bilingual Ed., including ESL, taught traditionally5– ESL taught through academic content (no L1)6– ESL Pullout – (no L1) taught traditionally7– Prop 227 in California Spring 1998 – Spring (grades 2-9 in two-year cohorts)This chart illustrates the longitudinal study by Thomas and Collier.They collected data from 14 years of research with a student sample of 700,000 students.Their findings indicated that there is a dramatic difference in long term ACADEMIC achievement by the amount of native language instructional support provided for ELLsAccording to Thomas & Collier:“The more native language academic work provided, the higher their achievement in the long term”Therefore , …The one-way and two-way program models were the only programs for ELL students that closed the achievement gap between ELLs and native-English peers.Collier/Thomas, 2009
11 Dual Language Program in U-46 Program Design80:2080% in Spanish20% in EnglishProgression chart with the amount of the day in each languageLiteracy DevelopmentSpanish Initial Literacy DevelopmentExplicit English literacy development begins in first grade by second semesterImmersion LevelFull ImmersionAcross all 29 elementary schools, the program design will be the 80:20 where the initial literacy development is in Spanish, including for students who are native English speakers or English-dominant, and it slowly begins to be developed in English in the second semester of first grade.U-46 is committed to both the implementation of the model, as well as developing high academic proficiency in both Spanish and English.
12 Amount of Day in Each Language 80:20 One/Two-Way Dual Language Program PreKK1st2nd3rd4th5th6th100%90%80%70%60%50%40%30%20%10%Spanish Speaker-ELLL1L2Native Eng./Engdominant SpeakerThis is a slide that includes both populations, Spanish speaker ELLs and Native English and English dominant students. As you can see, both groups of students (in either a One-Way or a Two-Way Dual Language program) start receiving most of their instruction in Spanish (whether it’s their native language or not)L1 = Child’s 1st Lang.L2 – Child’s 2nd Lang.EnglishSpanish
13 What schools will have Dual Language Programs in U-46? 29 elementary schools that currently have the Transitional Bilingual Education program in Spanish:OakhillOntariovilleOtter CreekParkwoodRidge CircleSheridanSunnydaleTimber TrailsWashingtonCentury OaksChanningColemanCreeksideGarfieldGlenbrookHeritageHilltopHillcrestHanover CountrysideHighlandHarriet GiffordHuffIllinois ParkLaurel HillLincolnLords ParkLowrieMcKinleyNature RidgeALL schools will have a One-Way DL program – to serve the ELL population. The schools that have the necessary number of interested and committed parents of Native English speakers and/or English dominant students (after filling out the surveys) will become Two-Way DL schools.
14 What is U-46 implementation plan? One-way Dual language Programs2013–2014PreKK123456In this slide, you can see the implementation phases for the one-way dual language program.In , we’ll start the implementation of the One-Way Dual Language programs with grades Pre-K, K, 1 and 2. The chart shows how the implementation progresses as a grade level is added each year.
15 What is U-46 implementation plan? Two-Way Dual Language Programs2013–2014K12345And in this slide, you can see the implementation phases for the two-way dual language program.we’ll start the implementation of the Two-Way Dual Language programs in the same year of that One-Way Dual language is being implemented.Due to the immersion in the Spanish Language in grades K and 1 we will only start implementing the Two-Way Dual Language programs in Kindergarten and 1st grade.
16 The Importance of Parental Support! Parents work with teachers and principals to encourage the development of both languages and both cultures for all children in the program - not just their own!
17 Frequently Asked Questions What advantages are there for my child in a Dual Language program?Students develop high academic achievement in reading, writing & oral proficiency in two languages.Allows them to see their first language in a comparative perspective, which helps them analyze and refine their language use.Students develop positive attitudes toward themselves as learners.
18 Advantages for Native English Speakers and English-dominant students Students achieve at the same or higher levels in English compared to their English-only speaking peers in English-only classrooms.Students develop very positive attitudes about students of other language and cultural backgrounds.AND/ORStudents develop very positive attitudes about their heritage language and cultural background.
19 Advantages for Spanish-speaking English Language Learners Students achieve at the same or higher levels in English than their peers enrolled in other programs.Increased sense of pride and self-esteem.School – models of proficiency in SpanishHome – Students develop very positive attitudes about their heritage language and cultural background and are able to continue communicating with family
20 Frequently Asked Questions What can I do as a parent to participate and support my child at home? Especially if I don’t know the language…Right environment & toolsQuiet space, enough time, dictionaries in both languagesSupport your child’s language and literacy development in two languagesAsk questions about the homework, in the language spoken at homeRead books, write, and watch movies in the second languageAttend cultural festivalsProvide opportunities for authentic language exchanges
21 Some ideas on how to help…. Library on line…Going to theLibrarydominoesIllustratedDictionariesBilingual books
22 Frequently Asked Question Will Spanish Speaking students that qualify to receive ELL services in Spanish be able to participate in the Dual Language (DL) Program?YES – Starting in , the Dual Language Program Model will be implemented by U-46 to serve the English Language Learners of high –incidence language (Spanish) according to Illinois School Code 228.Implementation plan
23 Frequently Asked Question Will native English speakers and English-dominant students be able to participate in Dual Language (DL) program?Two-Way Dual Language programs will be established at schools where there is enough interest and commitment of native English speakers or English-dominant students.A minimum of 1/3 of interested and committed native English speakers or English-dominant students per classroom is needed in order to meet the required balance of peer language models for an effective Two-Way Dual Language Program.
24 Frequently Asked Question Will native English speakers and English-dominant students be able to participate in Dual Language (DL) program? (cont.)The district is looking into options:in case there is more interest and commitment than space for native English speakers or English-dominant studentsDual Language Implementation Advisory Committee
25 What resources exist for parents of DL students? Center for Applied LinguisticsResources include books and videos from organizations and from other Dual Language /TWI programs.Center for Advanced Research on Language AcquisitionDual Language of New Mexico (DLeNM)Other organizations with a special interest in dual language education: The Center for Applied Linguistics (CAL), the National Association for Bilingual Education (NABE), 2-Way CABE (California Association for Bilingual Education), Dual Language Education of New Mexico, and the Illinois Resource Center.
26 Ways to keep informed about Dual Language in U-46 Visit U-46 ELL web siteVisit School District U-46 web siteBeing Developed!
27 Contact InformationPatricia MakishimaDual Language CoordinatorEnglish Language Learner’s Officeext 4279your questions to:Patricia MakishimaDual Language CoordinatorOr
28 No child has to lose a language to learn a language! Food for thought…No child has to lose a language to learn a language!