1. Dual Language Programs: Implementation, Expectations and Benefits Simona Montanari, Ph.D. Field Elementary School, Pasadena, CA November 20, 2013

2. Goals of this Talk Briefly describe different types of dual language (DL) programs Talk about assessment in California’s DL programs Show the long-term educational outcomes of DL programs Talk about the transfer of language and academic skills from one language to the other Describe ways to further help your child

3. Types of DL programs 90:10 models: typically for same-script languages 50:50 models: often for different-script languages All models strive to have a balanced number of English-speaking and Target-language-speaking children All models aim at full bilingualism, bi-literacy and grade-appropriate academic achievement

4. Assessment at Kindergarten Entry  Kindergarten Inventory (not in all districts)  in English and Target Language (for native speakers only)  Measures baseline of children’s reading skills and phonological awareness BEFORE entering school  Given again 3 times during kindergarten

5. Assessment at Kindergarten Entry  California English Language Development Test (CELDT)  for children who speak other languages at home  assesses the child’s English proficiency before school entrance  given every year until child is considered ‘proficient’

6. Assessment from K/1st through 5th  District-created quarterly assessments  assess child in reading, writing, math and science  currently administered in English (in PUSD)  Districts differ in how early and how often these tests are given  Teacher-designed tests  directly measure learning of of lesson contents  administered in both Target Language and English

7. Assessment from K/1st through 5th  STAR Reading Inventory  assesses the child’s reading skills in ENGLISH only  given starting from first/second grade, 3 times/year  Scores – given in year and months – inform on what grade level child is reading (ex: score of 1.3 = child reads at 3 rd -month-of-1 st - grade level)  This can help parents select books that are appropriate to child’s reading skills  Accelerated Reader Book Finder provides a reading level for most English titles www.arbookfind.com/default.aspxwww.arbookfind.com/default.aspx

8. Assessment from 2nd grade on  California Standard Test (CST) But this is changing!  assesses child’s math, reading, and writing skills (eventually sciences)  administered in ENGLISH only  School’s Academic Performance Index (API), Academic Yearly Progress (AYP) etc. are determined by CST scores

9. Why So Much Testing?  Most tests are mandated by the District or by the State  Frequent and varied forms of assessment help teachers and administrators monitor students’ progress and identify areas where more help is needed  Remember that one score from one test is just a snapshot of your child’s abilities  Since English instruction is limited in K-2, English scores lower than grade level are normal

10. Educational Outcomes of Dual Language Programs: English-speaking children  Research in the last 20 years shows that English- speaking children in immersion programs:  reach the same levels of English proficiency as students in English-only programs, starting 1 year after receiving substantial English instruction (at least 20%)  by 3 rd or 4 th grade these children will score at grade- appropriate level in English  by 5 th grade, they will outperform their peers in English- only programs, not only in English but in other subjects

11. Educational Outcomes of Dual Language Programs: English-speaking children  Results’ from Lindholm-Leary’s (2001) large-scale study on DL programs

12. Educational Outcomes of Dual Language Programs: English-speaking children  The 90:10 model produces higher levels of bilingualism and higher academic achievement than the 50:50 model (Lindholm-Leary, 2001)

13. How Long Does it Take to Learn L2?  Some L2 comprehension within first weeks of instruction  3-4 weeks after starting the program, one-word answers to simple, predictable questions  Initial use of English or gestures to communicate  By first grade, fluent reading if orthography is transparent www.youtube.com/watchv=EUpO2-7qJSI&feature=channel www.youtube.com/watchv=EUpO2-7qJSI&feature=channel  By the end of the second year, full (if not totally correct) sentences www.youtube.com/watch?v=LM3VS6yWFAI&feature=channel www.youtube.com/watch?v=LM3VS6yWFAI&feature=channel  Advanced language competence takes 5-7 years to develop  Academic, near-native language competence takes 11-12 years to develop  Individual variation

14. Educational Outcomes of Dual Language Programs: English Language Learners  English language learners in DL programs will initially lag behind students in English-only programs  However, they usually ‘catch up’ by 3 rd or 4 th grade  By 6 th grade, they have English scores that are as high or HIGHER than similar students in English-only programs

15. Educational Outcomes of Dual Language Programs: English Language Learners Thomas & Collier, 2000

17. How can students in DL programs gain an L2 without cost to their performance in the curriculum?  Learning in 2 languages:  helps child develop creative thinking - the ability to think and solve problems in original, flexible, and creative ways  fosters metalinguistic awareness - understanding of language(s) and its(their) elements  leads child to deeper understanding and retention of academic content due to the attention and cognitive effort needed to learn in two languages

18. How can students in DL programs gain an L2 without cost to their performance in the curriculum?  Language and academic skills in one language transfer to the other.  Reading comprehension strategies  Content knowledge  Math  Transfer of literacy skills is especially evident when children are learning languages with same orthographies  Word reading  Cognate vocabulary www.youtube.com/watch?v=LX883AnFOuM&feature=youtu.be

19. How Can I further Help My Child? Help your child learn skills that do not transfer This is more needed in Mandarin-English DL programs Have child READ and WRITE as much as possible (in any language) Ask all sorts of questions about the readings Provide opportunities for your child to hear and speak the Target Language Have high expectations from your child Contact your child’s teacher and schedule an appointment for any concern

20. In Conclusion Children are repeatedly tested in both the Target language and English in school Learning a second language takes a long time English scores lower than grade-appropriate level are NORMAL in the initial years of immersion programs In the long run, children in dual language programs outperform children in English-only programs Language and academic skills transfer from one language to the other Help your child learn skills that do not transfer

21. References  Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.  Baker, C. (2007). A parents’ and teachers’ guide to bilingualism. Clevedon: Multilingual Matters.  Flores, A. L. & Soto, R. A. (2012). Bilingual is better: Two Latina moms on how the bilingual parenting revolution is changing the face of America. Bilingual Readers.  King, K. & Mackey, A. (2007) The bilingual edge: Why, when, and how to teach your child a second language. New York, HarperCollins.  Lindholm-Leary, K. (2001). Dual Language Education. Clevedon: Multilingual Matters. Questions? Email me! smontan2@calstatela.edu