2Way CABE Overview - California Association for Bilingual Education

Two-Way Bilingual/Dual
Immersion Programs:
Preparing Students for a
Global Society
Marcia Vargas
Consultant
Dual Language Education
mkvargas@aol.com
"Education is our passport to
the future, for tomorrow
belongs to the people who
prepare for it today.“
Malcolm X
WHAT DO WE WANT FOR
OUR CHILDREN?
“What people want for their own
children, they should want for all
children in the society. Anything
less is a threat to democracy.”
(Dewey, 1952).
San Diego Union
Tribune
June 5, 2011
In the next 40 years the number of Spanish
speakers in the United States is expected to
rise from 31 million to more than 100
million. For those completely bilingual in
Spanish and English, these highly marketable
language skills open doors to new careers…
Growth for this job field is projected to
increase by 22 percent in the coming decade.
Daily News Analysis,
Mumbai
June 6, 2011
• There was a myth that foreign languages are
just an addition to your resume but now it is
not the same, they have become a necessity.
• Skills in foreign languages like German,
Japanese, French and Spanish are now a days
(sic) in great demand.
Benefits of Bilingualism
• Berkeley University students who have gone to
Spanish-language schools receive an average of 12
more job offers Ronda Iberia Magazine 4/05
• Research suggests there are advantages to being
bilingual, such as, linguistic and metalinguistic
abilities and cognitive flexibility, such as, concept
formation, divergent thinking and general reasoning
and verbal abilities. American Speech-Language-Hearing
Association (ASHA)
Two Languages are
Better Than One
• “Bilingual children develop a mental agility which
monolingual ones lack. Bilingual children can
perform certain cognitive tasks more accurately than
monolinguals. They are also more creative, better at
problem-solving, and also score higher on literacy
tests.” Laura-Ann Petitto, Dartmouth University
• “This intellectual ability of bilingual kids transfers to
the study of a third or fourth language.” Domenico Maceri
in Language Magazine 8/06
Even Better…
May 2011-- Two languages may be better
than one when it comes to keeping the
mind young. A new study shows that
being fluent in two languages may help
prevent some of the effects of aging on
brain function
Ellen Bialystok, Cognitive Neuroscientist
York University, Toronto
The Bilingual Advantage
New York Times, May 2011
• Normally aging bilinguals had better
cognitive functioning than normally aging
monolinguals.
• Bilinguals showed Alzheimer’s symptoms five
or six years later than those who spoke only
one language.
• Bilingualism is good for you. It makes brains
stronger. It is brain exercise.
But…
• We are failing to ensure our children are
sufficiently prepared academically to compete with
their international peers…Worse yet, those who do
make it to graduation are often left unprepared for
life in an increasingly competitive global economy.
Executive Summary: Beyond NCLB, 2006
How to Bring Our Schools Out
of the 20th Century
Time Magazine, 168, No. 25, December 18, 2006
• Need for workers who are “global trade literate, sensitive to
foreign cultures, conversant in different languages…”
– Mike Eskew, CEO of UPS
• “…creative and innovative skills, seeing patterns where
other people see only chaos.”
– Marc Tucker, President of Nat’l Center on Education and the
Economy
• “…know how to manage it (information), interpret it,
validate it, and how to act on it.”
– Karen Bruett, Dell
• “We have to emphasize communication skills, the ability to
work in teams and with people from different cultures.”
– Norman Augustine, CEO of Lockeed Martin
Nationally and in
California
• In the nation
» Center for Applied Linguistics (2011)
– 400 programs in 30 states + D.C.
• In California
» California Department of Education (2008)
– 224 programs
– 32 districts
– 5 languages
• Spanish, Korean, Mandarin, Cantonese, Japanese
Program Goals
• Bilingualism:
• High levels of proficiency in English and a second
language
• Biliteracy:
• High levels of academic proficiency in English and a
second language including reading, writing and in
content areas
• Multicultural competence:
• Understanding of different cultures and
development of high self esteem
Two-Way Bilingual/Dual
Immersion Program
Definition
• A program that develops bilingualism and
biliteracy in English and a second language
by integrating English learners (Els) with
English speakers (proficient in English)
Definition
• Target language (language other than English) is
used for minimum of 50% and up to 90% of the
time
• English is used for minimum of 10% of time
• Instruction in and through both languages
• Periods in which only one language is used at a
time
• Combines maintenance bilingual education
model with foreign language immersion model
Program Models
• Different bilingual programs have different
academic and linguistic outcomes
• Different models needed because of
varying student populations and
community conditions
Bilingual Program Models
for English Learners
• Transitional bilingual education-TBE (early exit)
– Goal: monolingualism (English proficiency)
• Generally viewed as remedial program which replaces home
language with English
• Literacy instruction begins in L1 and replaced by Englishusually within 3 years
• Maintenance or developmental bilingual
education (late exit)
– Goal: bilingualism
• Maintenance and full development of first language while
adding English proficiency
Bilingual Program Models
for English Speakers
• Foreign Language Immersion
– Goal: bilingualism
• Uses child’s second language for minimally
50% of the day.
• Based on Canadian immersion models
Program Models for
English Learners and
English Speakers
• Two-Way Bilingual/Dual Immersion (TWBI)
– Goal: bilingualism
– Sometimes referred to as dual language
immersion programs
– Combines features of maintenance bilingual
programs for English learners and foreign
language immersion for English speakers
Research Base for
Two-Way Bilingual/Dual
Immersion Programs
• Additive bilingual environment for all students
– Second language best acquired by language minority students
(Els) when first language established
– Second language best acquired by language majority students
(Eng. speakers) through immersion in second language
• Knowledge learned through one language facilitates
acquisition of second language knowledge
• Students will benefit from cognitive advantages with
development of bilingualism and biliteracy
Essential Characteristics for
Success
• Strong leadership and administrative
support
• Qualified instructional personnel
• Program duration minimum of 5-7 years
• Balance in classroom composition
• Focus on academic achievement
Essential Characteristics for
Success
• Adequate exposure to second language
• Positive and reciprocal school instructional
climate
• Monolingual delivery
• Ongoing assessment
• Promotion of the benefits of bilingualism
• Strong home/school collaboration
Strong Leadership and
Administrative Support
• Support required from
– School Board and district administration
• Support and knowledge of Program
– Site administration
– Resource personnel
• Provisions for
– Ongoing professional development
– Planning time for teachers
Qualified Instructional
Personnel
• Knowledge of
– Academic content and curriculum
– Theories and strategies for development of
biliteracy
– TWBI/DI model
• Native like proficiency in language(s) of
instruction
• Culturally competent
• Willing to work in a team
Program Duration
• Extended amounts of time are needed to
fully develop second language academic
proficiency (minimum of 5-7 years)
• Parents agree to a minimum six-year
commitment of students in program
• K-12 vision
Balance in Classroom
Composition
• Establish classroom with linguistic equity or
balance
– Ideally 50% English learners and 50% English
speakers
• Classroom composition should never fall
below one-third of either linguistic group
Focus on Academic
Achievement
• Language taught within context of academic
content
• Curriculum based on state/district standards
• Development of high level language skills in
both languages
• Adequate instructional materials that
represent ethnic and religious diversity
– both instructional and library
Monolingual Delivery
• Separates languages for instructional
purposes
• Establishes motivation for student language
use
• Teacher adheres to language of instruction
Ongoing assessment
• State required data is not enough to show
success of program and inform instruction
• Multiple measures must be used to
demonstrate program success
• Assessments needed in both English and
target language
• Guiding Principles for Dual Language
Education
http://www.cal.org/twi/guidingprinciples.htm
Promotion of the Benefits
of Bilingualism
• Increase the status of minority language through
– Providing presentations from bilingual professionals
– Encouraging use of language among parents and school
staff
– Including study of the language and culture of the students
– Encouraging use of target language outside of classroom
environment
– Create bilingual projects
Strong Home/school
Collaboration
• Provide parent education opportunities
– Two-way bilingual/dual immersion design and
benefits
– Second language acquisition and biliteracy theory
– English and target language classes
– School curriculum
– Helping with homework
Strong Home/School
Collaboration
• Visit experienced TWBI programs
• Invite parents of TWBI students to talk with
prospective parents
• Provide access to resource library with
bilingual articles, books, tapes, and materials
available for checkout
• Encourage opportunities to assist in child’s
classroom in parents home language
TWBI Program Models
• 90:10
• 50:50
• Other program models
– 70:30
• Secondary program models
• When planning for program think K-12
plus…
TWBI Program Model 90:10
50%
30%
10%
50%
50%
90%
Grades K-1
70%
Grades 4-6
Grades 2-3
These three images are pie charts which represent the amount of time students in various
grades are taught in English and the target language. The first one is divided in two and
represents K-1 students of which 90% of instruction is taught in in the target language and
10% of instruction is taught in English. The second chart represents grades 2-3. Seventy
percent of instruction is done in the target language and 30% is in English. The third chart
represents 4-6. Instruction time is split 50/50 for the two languages.
English
Target Language
TWBI Program Model 50:50
All Grades
Target
Language
50%
English
50%
This image is a pie chart that is divided into two
sections which shows one portion representing 50% of
instructional time is spent in the Target Language and the
second portion representing 50% of instructional time is
spent in English for all grades.
TWBI Secondary Program
Model
•
•
•
•
Generally a continuation of elementary TWBI program
Minimum of 2-3 classes in target language per semester
Increased focus on formal language structures
Teacher and material resources used to determine target
language courses
• Adequate selection of materials in target language
(instructional and library)
• Students involved in selecting courses (optimal)
Research Results
Lindholm-Leary (2001)
• Bilingualism
– Both models, 90:10 and 50:50, promoted
bilingual proficiency (oral)
– 90:10 models developed higher levels of
bilingual proficiency
English Language Proficiency- both English and
Spanish speakers benefited equally from 90:10
and 50:50 models
Spanish Language Proficiency- More likely to
occur in 90:10 models
All students, regardless of student characteristics
were proficient in English and Spanish
Research Results
Lindholm-Leary (2001)
• Biliteracy
– Both groups of students were successful in tests of
reading and writing in both languages
– By the time English speakers began English
reading in third grade, they performed at grade
level and at least as high as English speakers
instructed only in English
– Higher levels of bilingual proficiency associated
with higher levels of reading achievement
Research Results
Lindholm-Leary (2001)
• Academic Content
– Both groups of students scored on par with their
peers in mathematics achievement
– Math achievement was highly related across two
languages
– Social studies and science achievement were
average to high for English and Spanish speakers
Research Results
Lindholm-Leary (2006)
• Multicultural Competencies and Self Esteem
– High levels of self-esteem
– High academic competence and motivation
– Positive multicultural competencies
– Enjoyment in studying through two languages
Research Results
Lindholm-Leary (2006)
• Longitudinal Research on TWBI Secondary
Students
– By middle school, TWBI students achieve at or
above grade level in math and language arts in
Spanish and English
– TWBI students achieve at levels comparable to or
much higher than their peers
– TWBI secondary students are enrolled in higher
level math courses
National Study of
Programs for English
Learners
Thomas & Collier (2009)
• In a national study
– Conducted in five school districts throughout
the United States
– Including over 210,000 student records
– Reviewing different program types for language
minority students
– Additional studies include 6.2 million student
records in urban, suburban and rural districts
Program Types
Reviewed
• TWBI programs
– 90:10
– 50:50
• Late-Exit bilingual
programs
– 90:10 and 50:50 oneway developmental
programs
• Early-Exit / TBE +
content ESL
• Early-Exit / TBE +
traditional ESL
• ESL taught through
content
• ESL pullout
A National Study of School Effectiveness for Language Minority Students’
Long-Term Academic Achievement CREDE
English Learners Long Term K-12
Achievement on Standardized Tests
in English Reading Compared Across
Seven Program Models
Two-Way BE
70
Late-Exit BE +
Content ESL
60
NCE
50
Early-Exit BE +
Content ESL
40
Early-Exit BE +
Trad. ESL
30
20
ESL thru Academic
Content
10
ESL Pullout-Trad.
0
K
2
4
6
8
Grade
10
12
Native English
Speakers
Thomas & Collier, 2009
Research Results
Thomas & Collier (2009)
• Program effectiveness findings show
– Enrichment one-way (bilingual
maintenance program) and two-way
bilingual immersion programs are the
only programs that assist students to
fully reach the 50th percentile in both L1
and L2 in all subjects and to maintain
that high level of achievement
– Two-way programs have the fewest high
school dropouts
Research Results
Thomas & Collier (2009)
• In order for the achievement gap between
ELs and native English speakers to be closed
Programs must be:
– effective
– well implemented
– not segregated
– and sustained long enough (5-6 years)
Planning Your Dual
Immersion Program
• Establish a Dual Immersion Leadership Team
– District, School, Parent of EL, Parent of EO,
Staff
• Visit experienced Dual Immersion Programs
– California Department of Education
• http://www.cde.ca.gov/sp/el/ip/
Planning Your Dual
Immersion Program
• Read and Discuss Dual Immersion Research
– Guiding Principles for Dual Language Education
• www.cal.org/twi
• Participate in Dual Immersion professional development
– CABE Conference – February 13-16, 2013, Long Beach
– 2-Way CABE Institute – April 24-25, 2013, Sacramento
– ATDLE Conference – June 19-22, 2013, San Diego
– Consultants
• Determine Model – 90:10 or 50:50 or ?
Planning Your Dual
Immersion Program
• Resources requiring additional funding
– Assessment in English & Target Language
• Report Cards in English & Target Language
– Textbooks in English & Target Language
– Library materials in English & Target Language
– Technology in English & Target Language
– Professional Development
Selected Resources
• 2-Way CABE www.bilingualeducation.org
• Association of Two-Way and Dual Language
Education www.atdle.org
• California Department of Education
www.cde.ca.gov/sp/el/ip
• Center for Advanced Research on Language
Acquisition (CARLA) www.carla.umn.edu
• Center for Applied Linguistics (CAL)
www.cal.org
Selected Resources
• Kathryn Lindholm-Leary
www.lindholm-leary.com
• National Association for Bilingual Education
(NABE)
www.nabe.org
• National Clearinghouse for English Language
Acquisition (NCELA)
www.ncela.gwu.edu
Selected Resources
• Thomas & Collier: National Study of School
Effectiveness for Language Minority
Students’ Long-Term Academic Achievement,
2002
www.crede.ucsc.edu/research/llaa/1.1_final.html
• The United Nations
www.un.org/Depts/dhl/language/
Benefits of Bilingualism
• Enhanced academic and linguistic competence in two
languages
• Development of skills in collaboration & cooperation
• Appreciation of other cultures and languages
• Cognitive advantages
• Increased job opportunities
• Expanded travel experiences
• Lower high school drop out rates (EL)
• Higher interest in attending colleges and universities (EL)
Student Voices
• Each of us being fluently bilingual has
opened up new doors, allowing us to
communicate with a whole different part of
the world….With the knowing of two
languages, we are able to surpass all
others, getting into high school with a
broader horizon.
– Cynthia Rojo, Multicultural Learning Center,
Grade 8, June, 2010
Student Voices
• There is no stronger foundation than selfbelief, the courage and confidence needed
to spark the flames of greatness that forms
us.
• We will succeed because of what this
school has done for us.
– Anthony Bautista, Multicultural Learning
Center, Grade 8, June, 2010
WHAT DO WE WANT FOR
OUR CHILDREN?
“What people want for their own
children, they should want for all
children in the society. Anything
less is a threat to democracy.”
(Dewey, 1952).