1. ALTERNATIVE EDUCATIONAL PROGRAMS FOR ENGLISH LEARNERS in CDE’s new monograph Educating English Learners: Research-Based Approaches Kathryn Lindholm-Leary San Jose State University & Fred Genesee McGill University 1 BCN May 2009

2. PURPOSE & OVERVIEW  Describe & discuss the effectiveness of dual language forms of education (DLE)  Research-based approach, as much as possible  Implications for educational policy and practice  Chapter sections: Rationale and Advantages of Dual Language Education Program Characteristics Student Achievement & Program Outcomes Characteristics of Effective Programs Learner Needs Assessment 2

3. PROGRAM ALTERNATIVES TRANSIT’NAL BILINGUAL DEVELOP’TAL BILINGUAL TWO-WAY IMMERSION LanguageGoals transition to English-only bilingual proficiency Cultural goals integrate in main- stream integrate & maintain L1 culture integrate, maintain, & appreciate other Academic Goals State & district goals & standards StudentCharacter’s ELs; same L1; mixed cultures both ELs and Eng- L1; mixed cultures Grades Served primary & elementary elementaryK-8; preferably K-12 Length of Participation 2-4 years usually 6 (+K); preferably K-12 usually 6 (+K); preferably K-12 Role of Main- stream teach. training in SI stand-alone program Mainst’m teachers with special training 3

4. L1 and L2 LANGUAGE PROFICIENCY 4   Research on the L1 and L2 development of ELs   Length of time to become proficient in English   Rate of progress in English   Amazing scarcity of research on ELs’ acquisition and use of specific language structures and skills or how oral language development is related to academic success.

5. LITERACY & BILITERACY DEVELOPMENT  Literacy acquisition is complex: comprises multiple components  ELs draw on the same skills and knowledge as English-L1 students AND skills, knowledge and experiences linked to L1  ELs are resourceful learners – draw on all linguistic & non- linguistic resources. Successful ELs readers see links between L1 & L2; poor readers do not  In effective DL programs, English learners can acquire reading & writing skills in English that are virtually comparable to those of English-only students and acquire strong reading & writing skills in Spanish 5

6. 3. ACADEMIC ACHIEVEMENT 6   What program is best for ELs?   Does more English in instructional day result in improved student outcomes in English?   How well do students do in DL programs? Address 3 questions in research on academic achievement

7. 3. ACADEMIC ACHIEVEMENT 7 Question #1: What program is best for ELs?   Most large-scale studies as well as most systematic syntheses of relevant research indicate that there is a benefit from bilingual instruction over English-only instruction E.g., David Francis – National Literacy Panel “Overall, where differences between two instructional conditions were found in the studies reviewed, these differences typically favored the bilingual instruction condition. This is the case for studies conducted with students in both elementary and secondary schools, and with students possessing a range of abilities   A minority of studies report that bilingual instruction is equivalent to, or provides no benefit over, English-only instruction

8. ACADEMIC ACHIEVEMENT 8 Question 2: Is more English better? (Time on Task)   Research Evidence 1: Findings from the studies on program type (Question #1)  students who receive instruction through L1 score higher than students who receive instruction only through English. Evidence suggests maximizing time in English does not lead to higher achievement in English.   Research Evidence 2: Several studies in California have examined the impact of Proposition 227 on English learners’ achievement, which provide an indirect test of the time-on-task argument. No evidence from this research that increasing the amount of exposure to English instruction has positive effects on English learners’ achievement in English   Research Evidence 3: Compare the performance of ELs in 50/50 vs 90/10 two-way programs, since 50/50 are exposed to almost twice as much English in the early years of the program as 90/10. ELs with more instruction in English (50/50) did not achieve at higher levels in English than ELs who spent considerably less time in English (90/10).

9. ACADEMIC ACHIEVEMENT 9 Question #3: How well do students do in dual language programs?   Many studies, most on two-way immersion: DL programs effective in helping ELs achieve at/above grade-level in L1 & progress toward/above grade level achievement in English by middle school EL students with high levels of proficiency in both languages (R- FEPs) more successful at closing achievement gap in reading with norming groups by grade 4 than students with lower levels of bilingual proficiency (ELs) Students achieved at grade level in math by grades 4-6 EL students demonstrated high levels of achievement measured in Spanish

10. 10 Current R-FEPs/Former ELs in Grade 6 English Language Arts (CST) Dual Language R- FEPs (Bilinguals) show HIGHER achievement than all other groups, including EOs, and non- disadvantaged EOs.