Dual Language Immersion

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Dual Language Immersion

• Jewelee Hotchkiss

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Introduction
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Dual Language and Head Start Similarities

• Hands-on learning
• Print rich environments
• Parent, support, participation, and input on
  decision-making
• Appreciation and value of students cultures
• Focus on staff development
• Use of language models
• Research demonstrated results

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One path to establishing a Dual-Language program

• Parent request to school board
• Agreement and support of superintendent
• Agreement, support, and action of school
  principal
• Teacher and parent training
• Recruitment of parents

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What is a Dual Language Immersion Program?
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What is a Dual Language Program?

• An educational model that integrates native
  English speakers and native speakers of another
  language for all or most of the day, with the
  goals of promoting high academic achievement,
  first- and second-language development, and
  cross-cultural understanding for all students.
• In two-way immersion programs, language learning
  takes place primarily through content
  instruction. Academic subjects are taught to all
  students through both English and the non-English
  language. As students and teachers work together
  to perform academic tasks, the students' language
  abilities are developed, along with their
  knowledge of content area subject matter.

Tools for Schools - April 1998
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Why did it get started?

• The earliest two-way immersion programs began in
  the 1960s and 1970s, in programs such as Coral
  Way in Miami and the Inter-American Magnet School
  in Chicago.
• Recent increasing interest in the two-way
  immersion model is most likely due to the
  convergence of bilingual education research,
  which has indicated that extended native language
  development has positive educational outcomes for
  language-minority students, and foreign language
  immersion research, which has shown that native
  English speakers benefit from early foreign
  language instruction through the immersion model.

Tools for Schools - April 1998
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What does it look like?

• Programs require a balance of Spanish-Dominant
  and English-Dominant students.
• There are several program models, the most common
  being 50/50 and 90/10.
• Spanish-speaking, bilingual, and English-only
  students are intermixed, and generally not
  divided.
• Can be implemented school-wide.
• Entry into the Dual-Language program generally
  occurs in kindergarten or first grade.
  Spanish-speaking students who have been schooled
  in Spanish may add later.

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Class Composition
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Instructional Time50/50 model
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Instructional Time90/10 model
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Video 1

• Morning welcome

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Funding for Dual Language programs

• Title I
• Title III
• Comprehensive School Reform (CSR)
• No Child Left Behind Act (NCLB)

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Dual Language Program Characteristics

• In recent years, many school districts in the
  U.S. have implemented dual language programs.
  Dual language programs may also be called two-way
  bilingual programs. Both these names reflect the
  fact that all students develop their first
  languages and add a second language that is also
  developed to a high level of proficiency.

Literacy for Dual Language Programs by Freeman
(Language MagazineJanuary 2005)
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Benefits to students
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Spanish-Speaking Students

• Fluency in both English and Spanish at an
  academic level
• Long-term home language support
• Increased achievement in all academic areas
• Self-esteem because language and culture is
  supported and valued

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English-Only Students

• Fluency in both English and Spanish at an
  academic level
• Increased achievement in all areas
• Increased awareness and value of other cultures

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Research indicates that dual language students

• Work hard in school.
• Are successful in high level classes in high
  school.
• Are more likely to attend college.
• Are highly employable in both local and world
  business.
• Develop strong pronunciation and expression
  skills in both English and Spanish.
• Develop excellent communication skills.

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Second Language of BusinessWhat executives of
the USAs 1,000 largest companies say is the most
valuable second language in business
Source Accountemps By Cindy Hall and Marcy E.
Mullins, USA TODAY
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Program Components
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Successful Dual Language Immersion programs have

• A Master Plan
• Qualified teachers who are fluent in English and
  Spanish
• Knowledgeable and committed administrators
• Full parental commitment ensuring continuous
  student enrollment
• A variety of Spanish and English learning
  materials
• A balance of Spanish and English-speaking students

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Goals

• High academic achievement for all students
• English and Spanish language fluency and literacy
  for all students
• Positive cross-cultural attitudes promoting high
  self-esteem for all students

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Video 3

• Show and Tell

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(No Transcript)
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Getting buy-in from the administration

• Parent Interest
• Research
• Student achievement scores
• Program goals
• Other Dual Language programs
• Eligible students

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Getting buy-in from the teachers

• Staff Development
• Research/Principles of Dual Language instruction
• Teaching methods for Dual Language instruction
• Interaction/support from current Dual Language
  teachers
• Materials
• Providing teachers with many Spanish English
  materials

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Getting buy-in from the parents

• Research
• Student achievement
• Dual Language program goals
• Ability to learn English will not suffer
• Advantages to children for the future
• Hearing other parents stories
• Seeing current Dual Language students present

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Getting buy-in from the community

• Cultural festivals
• Literacy festivals
• Get community sponsors for the program in whole
  or specific activities
• Media
• Newspaper/TV coverage on the Dual Language
  program
• Recruit students in Newspaper or at community
  events

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Dual Language in practice
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Tools for Language Development

• Daily songs
• Games
• Hands-on science and math lessons
• Cassettes Videos
• Books
• Radio TV

Dual Language Instruction, A Handbook for
Enriched Education (Cloud et.al)
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Instructional Emphasis for Early/Emergent Learners

• Vocabulary development (matching words and
  pictures)
• Phonemic Awareness
• Language pattern acquisition (songs chants)
• Comprehension (dramatizations illustrations)
• Decoding (producing rhyming words)
• Innovating (personalizing creating stories)
• Story mapping (visual representations of reading)
• Technology (audio/videotaped stories/ CD ROM)

Dual Language Instruction, A Handbook for
Enriched Education (Cloud et.al)
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Materials for Second Language Learners should

• Have an attractive and inviting layout
• Use many useful illustrations/graphics to aide
  conceptual learning
• Not have an overwhelming amount of text
• Be written in a logical and cohesive manner
• Be written at a level that students can read
  independently
• Be free of cultural bias and culturally diverse
• Have an easy typeface (easy to decipher sized
  appropriately for childrens age)

Dual Language Instruction, A Handbook for
Enriched Education (Cloud et.al)
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Video 3

• Cooperative Learning

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Research
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Wayne P. ThomasVirginia P. Collier

• A National Study of School Effectiveness for
  language Minority Students Long-Term Academic
  Achievement

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Thomas CollierMajor Policy Implications

• Parents who refuse bilingual/ESL services for
  their children should be informed that their
  children's long-term academic achievement will
  probably be much lower as a result, and they
  should be strongly counseled against refusing
  bilingual/ESL services when their child is
  eligible.
• The research findings of this study indicate
  that ESL or bilingual services, as required by
  Lau v. Nichols, raise students' achievement
  levels by significant amounts.

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Thomas CollierMajor Policy Implications

• Enrichment 90-10 and 50-50 one-way and two-way
  developmental bilingual education (DBE) programs
  (or dual language, bilingual immersion) are the
  only programs we have found to date that assist
  students to fully reach the 50th percentile in
  both L1 and L2 in all subjects and to maintain
  that level of high achievement, or reach even
  higher levels through the end of schooling. The
  fewest dropouts come from these programs.

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subtractive
additive
Dual Language Teaching and Learning in Two
Languages (Soltero)
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Thomas CollierMajor Policy Implications

• The strongest predictor of L2 student
  achievement is amount of formal L1 schooling. The
  more L1 grade-level schooling, the higher L2
  achievement.
• Bilingually schooled students outperform
  comparable monolingually schooled students in
  academic achievement in all subjects, after 4-7
  years of dual language schooling.

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Figure A-1 Quasi-longitudinal analyses
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Figure A-2 Quasi-longitudinal analyses
Thomas Collier  Northeast Figures
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Thomas CollierMajor Policy Implications

• When ELLs initially exit into the English
  mainstream, those schooled all in English
  outperform those schooled bilingually when tested
  in English. But the bilingually schooled
  students reach the same levels of achievement as
  those schooled all in English by the middle
  school years, and during the high school years
  the bilingually schooled students outperform the
  monolingually schooled students (see Figure C-2).

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Video 4

• Story time English time

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Dual-Language Schools
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Alicia Chacón Dual Language Program

• Comparison of Dual Language school to district
  and state averages on state mandated test
• Program began over ten years ago.
• 90 Spanish
• 10 English
• 10 German, Chinese, Japanese or Russian

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Alicia R. Chacón International SchoolEl Paso
Texas

• Program coordinator
• We start literature in Spanish in kindergarten.
  We dont separate the groups, we dont
  translate.
• Third-grade teacher
• When they come to third grade, most of the
  students have a very solid foundation in Spanish
  literacyThey make a natural transition somewhere
  toward the middle or end of second grade. They
  start to read in English all by themselves. They
  pick up a book in English and say, Hey, I can
  read!

Designing and Implementing Two-Way Bilingual
Programs (Calderón Minaya-Rowe)
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Alicia R. Chacón International SchoolEl Paso,
Texas

• Parent(translated from Spanish)
• At home, with my five children, my husband
  speaks English and I speak Spanish. But I
  noticed that the three older sons were beginning
  to forget Spanishand they dont want to speak
  Spanish...right now I have a daughter in seventh
  grade and she speaks and writes in Spanish very
  well and a daughter in second grade and she also
  speaks Spanish very well and she writes it wellI
  believe that my young girls will have more
  opportunity to be completely bilingual in this
  school.
• Eighth-grade student(translated from Spanish)
• I think I am going to go to college because I
  want to study politics and maybe become an
  ambassador to Germany.

Designing and Implementing Two-Way Bilingual
Programs (Calderón Minaya-Rowe)
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Madawaska Gateway Elementary Schools, Maine

• Two-Way Bilingual Education Immersion Program is
  a K-5 French/English program which will
  eventually go through grade 8.
• Between these two school districts, there are
  eight bilingual classes involving a total of
  about 300 students.

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Madawaska Gateway Elementary Schools, Maine

• CTBS/4 Grade 2 (Madawaska) (1997) Immersion
  program students outperform non-immersion
  students in reading, vocabulary, language
  mechanics, and total language score
• CTBS/4 Terra Nova Grades 1-2 (Van
  Buren)Immersion students outperform
  non-immersion students in all areas of the test
  (reading, language mechanics, math, vocabulary,
  language composite, and computations)

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Barbieri Elementary, Two-Way BilingualFramingham,
Mass.

• The Two-Way Bilingual Program in Framingham
  started in 1990-1991 with support from a Title
  VII grant in first grade
• Each year a grade level was added and the first
  cohort of students is currently (SY 1999-2000) in
  the 10th grade at the high school.

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Barbieri 4th Grade MCAS(Massachusetts
Comprehensive Assessment System)
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Barbieri 4th Grade MCAS(Massachusetts
Comprehensive Assessment System)
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Question Answer

• Jewelee Hotchkiss
• jhotchkiss_at_stancoe.org

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Recommended Reading

• Designing and Implementing Two-Way Bilingual
  Programs by Calderón Minaya (2003)
• Dual Language Education by Lindholm (2001)
• Dual Language Instruction, A Handbook for
  Enriched Instruction by Cloud et.al. (2000)
• Dual Language, Teaching and Learning in Two
  Languages by Soltero (2004)
• A National Study of School Effectiveness for
  Language Minority Students Long-Term Academic
  Achievement conducted by Thomas Collier (2002)