¡Capacitación Bilingüe Para Todos Los Niños! Presentedby Dr. Leo Gómez, Associate Professor/Assistant Dean College of Education, The University of Texas Pan American Dr. Richard Gómez Jr., State Director Migrant & Bilingual Education, OSPI, State of Washington Dr. José Agustin Ruiz-Escalante, Associate Professor College of Education, The University of Texas-Permian Basin February 23, 2001 Phoenix, Arizona - NABE 2001

Equality of Educational Opportunity  Eng. Speaker: PK K – (Communicative Base)  Span. Speaker: PK K – (Communicative Base)  Academic Content-Areas  Language Development (L1 & L2)  Cultural Relevance, Experiences, etc.  Standardized Testing---TAAS

Three Perspectives on Language  Language as a Problem  not valid, associated with poverty, deficient  underachievement, negative perception  educational/societal problem, no social value  Language as a Resource  co-existence of national and linguistic diversity  economic benefit/upward mobility  Language as a Right  right to freedom of expression, self-identity  preservation of cultural & linguistic heritage  equal educational & societal opportunity

Purpose of Bilingual Education  Instruction in the Learner’s L1 to Promote: – conceptual development in all subjects (keep up w/peers) – the communicative proficiency which underlies both 1st and 2nd language development  Two Types of Language Proficiency: – BICS: Basic Interpersonal Communication Skills (2-3)  basic commands, social conversation, communicative fluency – CALP: Cognitive Academic Language Proficiency (5-7)  reading, writing, content-based, sophisticated language

Transitional Early Exit Models  TBE is a Deficit Model  Early Transition from L1 to L2 (2-3 years of L1 instruction)  Development of BICS within two years prompts educators to transition early. However, still no development of CALP  Concurrent translation commonly used due to push for early English acquisition

Transitional Late Exit Models  Late Transition from L1 to L2 (4-5 years of L1 instruction)  Assures the development of CALP proficiency for language transfer  Conceptual development in L1 for acquisition of L2  Emphasis is placed on valuing and developing the native language and culture

Goal of Transitional Model  Transitional models of bilingual education practice subtractive bilingualism  Deficit model encourages remediation  Children are asked to set aside or subtract their native language and assimilate to the more prestigious/dominant English language  Children’s native language not valued and not academically developed

Goal of Two-Way Model  Two-Way Models of bilingual education are Additive Models-Develop Biliteracy  Additive model encourages enrichment, challenging curriculum and high expectations  Children are provided the opportunity to add one or more languages (CALP level)  Children’s native language valued & academically developed (CALP)

Interdependence Hypothesis  A learner who has mastered the basics of reading, writing and thinking in the L1 will transfer these skills and knowledge and perform well in the L2.

Threshold #1: Limited Bilinguals  At this level, learners exhibit low levels of competence in both languages, with negative cognitive effects on academic learning  Early Exit TBE models typically produce students at this level

Threshold #2: Less Balanced Bilinguals  At this level, learners exhibit age- appropriate competence in one, but not two languages, with no positive or negative cognitive consequences on learning  Late Exit TBE models typically produce students at this level

Threshold #3: Balanced Bilinguals  At this level, learners exhibit age- appropriate competence in both languages, with positive cognitive effects on learning  Two-Way models typically produce students at this level

Consistency in Language  Effective language development in any language requires consistency in that language in order to move the learner from communicative proficiency to academic proficiency.

Two-Way Model Characteristics  Program must be implemented at least 4-6 years  Extensive exposure and use of the two languages  Language development must focus on academic subjects (learn specific content-areas in English or Spanish)  Integration of content-areas with language arts curriculum

Two-Way Model Characteristics (Continued)  Separation of languages for instruction  Equal consistency in the use of each language  Total school climate must reflect a bilingual/ biliterate atmosphere  Close balance of two language groups in each classroom is ideal, but not necessary

Two-Way Model Characteristics (Continued)  Students provided with ample opportunities to use both languages (listening, speaking, reading & writing)  Administrative support (campus/district)  Instruction should challenge and empower students (high expectations-gifted program)  High quality bilingually proficient teachers, or ESL certified teachers  Active home school collaboration/ support (parents actively involved)

Two-Way Model Benefits  Native Language & Cultural Development as a Right  Both Spanish and English Valued Equally  Bilingualism for Both the Spanish and English Speaker  Not Remedial, but Enrichment and Challenging, Additive  High Levels of Language & Cultural Proficiency (Balanced)

Two-Way Model Benefits (Continued)  Cognitive Advantages for Future Learning (Future Academic Success)  Appreciation and Respect of one's own Language & Culture  Value and Respect of one's Language & Culture by Others  Economic Advantages (Job Opportunities, NAFTA)

Two-Way Model Research  For language minority students schooled in the U. S. from kindergarten through 5th grade, the Two-Way Developmental Bilingual Education Model is the most successful, as measured by standardized tests across all subject areas  When students schooled bilingually (two-way), rather than focus on L2, there is greater academic achievement (Virginia Collier & Wayne Thomas, 1997)