1. 1 Dual Language Enrichment are GT Programs! Dr. Leo Gómez Dr. Richard Gómez Jr. Dr. José Ruiz-Escalante NABE 2012 Celebrating our Multi-Cultural Nation through Bilingual Education Dallas, Texas– February 15-17, 2012

2. 2 FACTS: Hispanics in the United States Hispanic Population is Over 50 Million Hispanic Population is Over 50 Million 40-50% of Hispanics do not graduate from High School 40-50% of Hispanics do not graduate from High School 1 in 5 (12.4 million) of America’s Students are Hispanic (4.7 million ELL) 1 in 5 (12.4 million) of America’s Students are Hispanic (4.7 million ELL) 78% BLs are born in United States (82% Spanish speakers) 78% BLs are born in United States (82% Spanish speakers) On average, by 4 th grade, Hispanics are almost 3 academic levels behind Whites On average, by 4 th grade, Hispanics are almost 3 academic levels behind Whites White House Initiative on Educational Excellence for Hispanics (2010)

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4. Presentation Summary  Dual Language Enrichment (DLE) models of education not only continue to demonstrate high academic success for all learners, but enhance cognition of these learners, as well.  This is because DLE programs inherently are gifted education programs using the same instructional strategies.  All students have the potential to be gifted and talented if they are engaged as such.  This session will illustrate how well implemented DLE programs use gifted education strategies.

5. 5 Dual Language Enhances Cognition Dual language instruction is clearly supported in Brain Research: Dual language instruction is clearly supported in Brain Research: Balanced Bilinguals or Biliterates = Enhanced Cognitive Gains (brain plasticity) in: Balanced Bilinguals or Biliterates = Enhanced Cognitive Gains (brain plasticity) in: Concept Formation; Multi-tasking Concept Formation; Multi-tasking Classification Skills Classification Skills Analogical Reasoning Analogical Reasoning Visual & Spatial Skills Visual & Spatial Skills Recall skills Recall skills Creativity Creativity Focus (executive function) Focus (executive function) Ellen Bialystok (2010)

6. National Association for Gifted Children Programming 5.1.1. Educators regularly use multiple alternative approaches to accelerate learning. 5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting. 5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools. 5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study. 5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to high- level programming. 5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness to ensure that learners with gifts and talents receive appropriate educational services.

7. National Association for Gifted Children Learning Environments 4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities. 4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g., through mentors and role models. 4.1.3. Educators create environments that support trust among diverse learners. 4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on mistakes as learning opportunities. 4.1.5. Educators provide examples of positive coping skills and opportunities to apply them. 4.2.1. Educators understand the needs of students with gifts and talents for both solitude and social interaction. 4.2.2. Educators provide opportunities for interaction with intellectual and artistic/creative peers as well as with chronological-age peers. 4.2.3. Educators assess and provide instruction on social skills needed for school, community, and the world of work.

8. National Association for Gifted Children Learning Environments 4.4.1. Educators model appreciation for and sensitivity to students’ diverse backgrounds and languages. 4.4.2. Educators censure discriminatory language and behavior and model appropriate strategies. 4.4.3. Educators provide structured opportunities to collaborate with diverse peers on a common goal. 4.5.1. Educators provide opportunities for advanced development and maintenance of first and second language(s). 4.5.2. Educators provide resources to enhance oral, written, and artistic forms of communication, recognizing students’ cultural context. 4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for expressing higher-level thinking and creative productivity. PK-12 Gifted Programming Standards - NAGC, 2012

9. Dual Language Enrichment and Texas GT Services Heterogeneous instructional grouping using bilingual pairs & bilingual groups mixed by language and content ability; DLE Lesson cycle Heterogeneous instructional grouping using bilingual pairs & bilingual groups mixed by language and content ability; DLE Lesson cycle Project-based and Inquiry-based learning through Bilingual Research Centers Project-based and Inquiry-based learning through Bilingual Research Centers Academic Rigor; Challenging Interactive and Authentic (CIA); Teach to top 25%; Writing across the curriculum; 2-Year Benchmarks Academic Rigor; Challenging Interactive and Authentic (CIA); Teach to top 25%; Writing across the curriculum; 2-Year Benchmarks Challenging Activities in Bilingual Pairs; Accountable Talk (content) Challenging Activities in Bilingual Pairs; Accountable Talk (content) Instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently Independent investigations employed in four (4) foundation curricular areas A continuum of learning experiences that leads to the development of advanced-level products and performances Opportunities to accelerate in areas of strength Gómez & Gómez DLE Texas - §89.3 GT Services 9 Copyright © 1999-Dual Language Training Institute. All Rights Reserved.

10. 10 Dual Language is for All Students  Two-Way Dual Language  Students from both language groups learn in two languages (native Spanish and native English speakers)  Accommodates dominant English parents’ wishes for language enrichment opportunities for their children  One-Way Dual Language  Students from one language group learn in two languages (only native Spanish or native English speakers)  One-Way DL can easily be adopted as the bilingual program serving Bilingual Learners (additive BE) Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

11. 11 Texas Districts Using Gómez & Gómez DLE Model (2011-2012)  Alvarado ISD 2district-wide  Alvin ISD 1district-wide  Andrews ISD 2district-wide  Athens ISD 3district-wide  Austin ISD 81district-wide  Bonham ISD 1district-wide  Burleson ISD 1--------------  Castleberry ISD 1district-wide  Cedar Hill ISD 1district-wide  Chapel Hill ISD 2district-wide  Cleburne ISD 4district-wide  Crowley ISD 2district-wide  Crystal City ISD 2district-wide  Dallas ISD 143district-wide  Dennison ISD 1 --------------  Denton ISD 10district-wide  Diboll ISD 1 district-wide  E. M. Saginaw ISD 6district-wide  Ector County ISD 3--------------  Frisco ISD 2district-wide  Everman ISD 5district-wide  Forney ISD 2 --------------  Fort Worth ISD 57district-wide  Frenship ISD 1 --------------  Grand Prairie ISD 21district-wide  Grapevine-Colleyville 3district-wide  Hays CISD 4district-wide  Hidalgo ISD 5district-wide  Hidalgo ISD 1 MS  Hutto ISD 1district-wide  Irving ISD 1 --------------  Jacksonville ISD 3 district-wide  Joshua ISD 4 district-wide  Keller ISD 4 district-wide  Kennedale ISD 1 district-wide  Klein ISD 10 district-wide  La Joya ISD 23 district-wide Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

12. 12 Texas Districts Using Gómez & Gómez DLE Model (2011-2012)  Lake Worth ISD 1 -------------  Laredo ISD 2 district-wide  Leander ISD 4 district-wide  Little Elm ISD 2 district-wide  Longview ISD 7 district-wide  Lufkin ISD 4 district-wide  Mansfield ISD 3 district-wide  Marshall ISD 6 --------------  Pine Tree ISD 2 district-wide  PSJA ISD 27district-wide  PSJA ISD 7 MS  PSJA ISD 4 HS  Prosper ISD 1 --------------  R. Yzaguirre SS 2 district-wide  Rio Hondo ISD 2 district-wide  Round Rock ISD 10 --------------  Santa Maria ISD 1 --------------  Santa Rosa ISD 1 --------------  Schertz CISD 1district-wide  Schertz CISD 1 MS  Sharyland ISD 3 --------------  Sherman ISD 2 district-wide  Spring Branch ISD 21 district-wide  Tomball ISD 3 district-wide  Venus ISD 1 --------------  Weatherford ISD 2 district-wide  Williams Prep. Charter 1 district-wide  Willis ISD 1 ---------------  White Settlement ISD 3 district-wide  TOTAL: 533 / 9 MS / 4 HS Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

13. 13 Other States Using Gómez & Gómez DLE Model (2011-2012) Washington State Washington State Brewster SD (1) Brewster SD (1) Bridgeport SD (1) Bridgeport SD (1) Burlington SD (1) Burlington SD (1) Grandview SD (3) / MS (1) Grandview SD (3) / MS (1) Highline SD (2) Highline SD (2) Manson SD (1) Manson SD (1) Mount Vernon SD (1) Mount Vernon SD (1) North Franklin SD (1) North Franklin SD (1) North Shore SD (1) North Shore SD (1) Othello SD (1) Othello SD (1) Shelton SD (1) / MS (1) Shelton SD (1) / MS (1) Sunnyside SD (1) Sunnyside SD (1) Vancouver SD (1) Vancouver SD (1) Walla Walla SD (3) / MS (1) Walla Walla SD (3) / MS (1) Wenatchee SD (3) Wenatchee SD (3) Yakima SD (1) Yakima SD (1) TOTAL 25 TOTAL 25 Kansas State Horace Mann Magnet (1) Nevada State Clark County SD (1) California State Accelerated Charter School (1) New City Charter School (1) Alaska State Lower Kuskokwim SD (17) Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

14. 14 Students Learn in Bilingual Pairs HighMedium Low Medium Bilingual Pair Teacher Does Not Answer Questions During Bilingual Pairs Learning Copyright © 1999-Dual Language Training Institute. All Rights Reserved.

15. 2 nd Year DLE Benchmarks By the end of the 2 nd year, 100% participants in the DLE program will: By the end of the 2 nd year, 100% participants in the DLE program will: Be reading on grade level in their native language Be reading on grade level in their native language Be able to write 1 full page in their native language (L1) and ½ page in the second language (L2) Be able to write 1 full page in their native language (L1) and ½ page in the second language (L2) 15