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The Benefits of Bilingualism Making the Most of Your Bilingual Program

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Title: The Benefits of Bilingualism Making the Most of Your Bilingual Program


1
The Benefits of BilingualismMaking the Most of
Your Bilingual Program
  • Presented by
  • Marcia Vargas
  • 2-Way CABE
  • mkvargas_at_aol.com

2
Benefits of Bilingualism and Biliteracy
  • Enhanced academic and linguistic competence in
    two languages
  • Development of skills in collaboration
    cooperation
  • Cognitive advantages
  • Appreciation of other cultures and languages

3
Benefits of Bilingualism and Biliteracy
  • Lower high school drop out rates (EL)
  • Higher interest in attending colleges and
    universities (EL)
  • Increased job opportunities
  • Expanded travel experiences

4
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 Natl 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

5
Voters and Employers want more than Back to
BasicseSchool News 2007, www.eschoolnews.org
  • Survey of 431 Human Resource Officials
  • Want knowledge of foreign languages, cultures and
    global markets
  • 63 cited need for foreign languages as
    increasing in importance more than any other
    basic knowledge area or skill
  • Survey of 800 Registered Voters
  • 80 say students need to focus more on
    collaboration, communication, and cultural
    knowledge
  • Students need to learn different languages and
    need to know the cultural history of various
    countries

6
But
  • We are failing to ensure our children are
    sufficiently prepared academically to compete
    with their international peersWorse 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


7
Enriched Education ModelsDual Language
Instruction by Cloud, Genesee, Hamayan
  • Developmental Bilingual Education for Language
    Minority (EL) Students
  • Also known as Maintenance or One-Way Bilingual
  • Foreign Language Immersion for Language Majority
    (EO) Students
  • Two-Way Immersion for Language Minority and
    Language Majority Students

8
GOALS
  • BILINGUALISM BILITERACY
  • Develop high levels of proficiency in first
    language and in a second language
  • ACADEMIC ACHIEVEMENT
  • Perform at or above grade level in two languages
  • MULTICULTURALISM
  • Demonstrate positive cross-cultural attitudes and
    behaviors and high levels of self-esteem

9
Enriched Education ModelsDual Language
Instruction by Cloud, Genesee, Hamayan
  • Two-Way Bilingual (Dual) Immersion for Language
    Minority and Language Majority Students
  • A program that develops bilingualism and
    biliteracy in English and a second language by
    integrating English learners (Els) with English
    speakers (Eos)
  • Combines maintenance bilingual education model
    with foreign language immersion model

10
Enriched Education ModelsDual Language
Instruction by Cloud, Genesee, Hamayan
  • Two-Way Bilingual (Dual) Immersion for Language
    Minority and Language Majority Students
  • Instruction through the Target language
    (non-English) for minimum of 50 and up to 90
    of the time
  • Instruction through English for minimum of 10 of
    time
  • Instruction in and through both languages with
    periods in which only one language is used at a
    time

11
Nationally and in California
  • In the nation
  • 325 programs in 27 states D.C.
  • (Center for Applied Linguistics 2007)
  • In California
  • 201programs
  • 90 districts
  • 5 languages
  • (California Department of Education Language
    Policy Office 2007)


12
Research Base for Two-Way Bilingual 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 (EOs) 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

13
Research ResultsLindholm-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


14
Research ResultsLindholm-Leary (2006)
  • Multicultural Competencies and Self Esteem
  • High levels of self-esteem
  • High academic competence and motivation
  • Positive attitudes toward culture
  • Enjoyment in studying through two languages
  • Greater interest in history or social studies
    topics because they understand language and
    culture

15
National Study of Programs for English
LearnersThomas Collier (2002)
  • 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

A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
16
Research ResultsThomas Collier (2002)
  • 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


A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
17
English Learners Long Term K-12 Achievement on
Standardized Tests in English Reading Compared
Across Seven Program Models
California Department of Education Language
Policy and Leadership Office
Thomas Collier, 2002
18
Brain Research
  • 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

19
Even Better
  • 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 actually delaying the effects by up to
    7 years.
  • Ellen Bialystok, York University, Toronto,
    January, 2007

20
Setting an example is not the main means
of influencing another, it is the only means.
  • Albert Einstein

21
School Site Level Classroom
  • Social Justice Focus
  • Teach Critically
  • Courage to Challenge Mainstream Knowledge and
    Conventional Wisdom
  • High Expectations
  • Critically Affirm Students Identities
  • Acknowledge Racial and Other Differences

22
School Site Level Parents
  • Facilitate Monthly Meetings
  • Address Concerns
  • Education Two-Way Bilingual (Dual) Immersion
    Design, Language Acquisition, Literacy, Etc
  • English Classes for Non-English Speaking Parents
  • Target Language Classes for English Speaking
    Parents
  • Two-Way Bilingual (Dual) Immersion Celebrations/
    Potlucks

23
School Site LevelFaculty and Staff
  • School-Wide Focus of Bilingualism and Biliteracy
  • Create Bilingual, Biliterate Environment
  • Signs throughout School
  • Opening Announcements (Pledge, etc.)
  • Create Promoting Bilingualism Award
  • Professional Development School-Wide
  • Conference Attendance in Teams

24
School Site LevelFaculty and Staff
  • Critical Friends (University)
  • Monthly Meetings for Two-Way Bilingual (Dual)
    Immersion Teachers
  • Professional Book Club (Café literario) in Target
    Language
  • Update and Disseminate Brochure
  • Yearly Presentation from TWBI Classrooms

25
School Site LevelAssessment and Accountability
  • Assessment in English and Target Language
  • Oral Language
  • Literacy Content Achievement
  • Disaggregate and Share Data According to Program
  • Administer and Share Results of Surveys
    Interviews of Dual Immersion Participants
  • Students, Parents, Teachers
  • Classroom Observations

26
Community Level
  • Share Achievement Data
  • Share Results of Surveys Interviews of Dual
    Immersion Participants
  • Students, Parents, Teachers
  • Create Promoting Bilingualism Award
  • Yearly Presentation to District, School Board,
    Community Organizations
  • Rotary Club, Soroptomists, Elks, Etc.
  • Invite Newspapers to Cover Events
  • Develop Press Releases

27
Community Level
  • Invite Community Leaders, Reporters, District
    Administrators and Staff to Visit TWBI Classrooms
  • Support TWBI Advocates for School Board and Local
    Community Elected Offices
  • Write Letters to the Editor
  • Apply for Special Recognitions
  • Student Writing/Poetry/Leadership Contests
  • Teacher/Administrator of the Year
  • Program Recognition

28
State and National Level
  • Conference Presentations
  • Staff, Students, Parents
  • Apply for Special Recognitions
  • Student Writing Contest
  • NABE, CABE
  • Teacher/Administrator of the Year
  • NABE, CABE, 2-WAY CABE
  • Distinguished/Blue Ribbon Schools
  • CABE Seal of Excellence
  • Create Promoting Bilingualism Award

29
16th Annual 2-Way CABE National Two-Way
Bilingual Immersion Program Summer Conference
  • June 30-July 3, 2008
  • Newport Beach, California
  • www.bilingualeducation.org/2waycabe

30
State and National Level
  • Invite Elected Officials to Visit TWBI Classrooms
  • Take TWBI Students to Present to Elected
    Officials
  • Support Pro-Language Legislation
  • Write Letters to Elected Officials

31
International Level
  • Connect with Foreign Consulates and Embassies
  • Teacher/Administrator of the Year
  • Bilingual Certification
  • Exchange Programs

32
Selected Resources
  • 2-Way CABE www.bilingualeducation.org/2waycabe
  • 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


33
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

34
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/

35
Cowardice asks the question, 'Is it safe?'
Expediency asks the question, 'Is it politic?'
But conscience asks the question, 'Is it right?'
And there comes a time when one must take a
position that is neither safe, nor politic, nor
popular but because conscience tells one it is
right." -Reverend Martin Luther King, Jr.-
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