Two-Way Bilingual Immersion Improving Educational Opportunities for All Students

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Two-Way Bilingual Immersion Improving
Educational Opportunities for All Students

• California Department of Education
• Language Policy and Leadership Office

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Program History

• Began in 1960s in Dade County Florida with the
  influx of Cuban refugees
• Private bilingual schools formed to develop
  bilingualism for Cuban refugees
• English speaking families began enrolling their
  children

California Department of Education Language
Policy and Leadership Office
3
Program History

• Two-Way Programs began in California between
  1980-1986
• Public school programs established in
• San Francisco
• San Jose
• Windsor
• Santa Monica-Malibu
• Oakland

California Department of Education Language
Policy and Leadership Office
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Nationally and in California

• In the nation
• 329 programs in 29 states D.C.
• (Center for Applied Linguistics 2006)
• In California
• 197 programs
• 89 districts
• 5 languages
• (California Department of Education Language
  Policy Office 2006)

California Department of Education Language
Policy and Leadership Office
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Two-Way Bilingual ImmersionDefinition

• A program that develops bilingualism and
  biliteracy in English and a second language by
  integrating English learners (Els) with English
  speakers (proficient in English)

California Department of Education Language
Policy and Leadership Office
6
Definition

• Target language(other that English) is used for
  minimum of 50 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

California Department of Education Language
Policy and Leadership Office
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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
• Multicultural competence
• Understanding of different cultures and
  development of high self esteem

California Department of Education Language
Policy and Leadership Office
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Two-Way Bilingual Immersion Programs in
California Compliance With Proposition 227

• Alternative Education Programs Alternative
  School Waivers may be granted pursuant to Ed.
  Code section 58505
• Visit Department website at www.cde.ca.gov. click
  on Educational Options Office
• Charter Schools
• Visit Department website at www.cde.ca.gov/sp/cs/
• Parental Waivers

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Parental Waivers

• Parents of Els must yearly sign a waiver request
• English learners who have never been enrolled in
  California schools must receive 30 calendar days
  of sheltered English instruction prior to being
  placed in two-way bilingual immersion programs.
  

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Program Models

• Different bilingual programs have different
  academic and linguistic outcomes
• Different models needed because of varying
  student populations and community conditions

California Department of Education Language
Policy and Leadership Office
11
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
  English- usually within 3 years
• Maintenance or developmental bilingual education
  (late exit)
• Goal bilingualism
• Maintenance and full development of first
  language while adding English proficiency

California Department of Education Language
Policy and Leadership Office
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Bilingual Program Models for English Speakers

• Foreign Language Immersion
• Goal bilingualism
• Uses childs second language for minimally 50 of
  the day.
• Based on Canadian immersion models.

California Department of Education Language
Policy and Leadership Office
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Program Models for English Learners and English
Speakers

• Two-Way Bilingual Immersion (TWBI)
• Sometimes referred to as dual language immersion
  programs
• Combines features of maintenance bilingual
  programs for English learners and foreign
  language immersion for English speakers

California Department of Education Language
Policy and Leadership Office
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Rationale 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 (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

California Department of Education Language
Policy and Leadership Office
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Essential Characteristics for Success

• Strong leadership and administrative support
• Qualified instructional personnel
• Program duration of 5-7 years
• Balance in classroom composition
• Focus on academic achievement

California Department of Education Language
Policy and Leadership Office
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Essential Characteristics for Success

• Adequate exposure to second language
• Positive and reciprocal school instructional
  climate
• Monolingual delivery
• Promotion of the benefits of bilingualism
• Strong home/school collaboration

California Department of Education Language
Policy and Leadership Office
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Strong Leadership and Administrative Support

• Support required from
• school Board and District administration
• Support and knowledge of program from
• site administration
• resource personnel
• Provisions for
• ongoing professional development
• planning time for teachers

California Department of Education Language
Policy and Leadership Office
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Qualified Instructional Personnel

• Knowledge of
• academic content and curriculum
• theories and strategies for development of
  biliteracy
• TWBI model
• Native like proficiency in languages of
  instruction
• Culturally competent

California Department of Education Language
Policy and Leadership Office
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Program Duration of 5-7 Years

• Extended amounts of time are needed to fully
  develop second language academic proficiency
  (minimum of 5-7 years)
• Parents agree to a six year commitment of
  students in program

California Department of Education Language
Policy and Leadership Office
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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

California Department of Education Language
Policy and Leadership Office
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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

California Department of Education Language
Policy and Leadership Office
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Adequate Exposure to Second Language

• Create opportunities for second language use
  through
• formal and informal language structures
• academic, social and technical language
• teacher-directed instruction and student
  collaborative group activities

California Department of Education Language
Policy and Leadership Office
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Positive and Reciprocal School Instructional
Climate

• Includes
• high expectations for all students
• school that values languages and culture
• opportunities for collaborative groupings for
  facilitation of student interaction and language
  use
• faculty committed to equity and trained in
  multicultural understanding

California Department of Education Language
Policy and Leadership Office
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Monolingual Delivery

• Separates languages for instructional purposes
• Establishes motivation for student language use
• Teacher adheres to language of instruction

California Department of Education Language
Policy and Leadership Office
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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

California Department of Education Language
Policy and Leadership Office
26
Strong Home/school Collaboration

• Provide parent education opportunities in
• two-way bilingual design and benefits
• second language acquisition and biliteracy theory
• English and target language classes
• school curriculum
• helping their children with homework

California Department of Education Language
Policy and Leadership Office
27
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 childs
  classroom in parents home language

California Department of Education Language
Policy and Leadership Office
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TWBI Program Models

• 9010
• 5050
• Other program models
• 7030
• Secondary program models

California Department of Education Language
Policy and Leadership Office
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TWBI Program Model 9010
50
50
30
70
Grades 4-6
Grades 2-3
Grades K-1
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.
California Department of Education Language
Policy and Leadership Office
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TWBI Program Model 5050 For All Grades
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.
California Department of Education Language
Policy and Leadership Office
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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)

California Department of Education Language
Policy and Leadership Office
32
Research ResultsLindholm-Leary (2000)

• Bilingualism
• Both models, 9010 and 5050, promoted bilingual
  proficiency (oral)
• 9010 models developed higher levels of bilingual
  proficiency
• English Language Proficiency- both English and
  Spanish speakers benefited equally from 9010 and
  5050 models
• Spanish Language Proficiency- More likely to
  occur in 9010 models
• All students, regardless of student
  characteristics were proficient in English and
  Spanish

California Department of Education Language
Policy and Leadership Office
Biliteracy for a Global Society An Idea Book on
Dual Language Education NCBE
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Research ResultsLindholm-Leary (2000)

• 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

California Department of Education Language
Policy and Leadership Office
Biliteracy for a Global Society An Idea Book on
Dual Language Education NCBE
34
Research ResultsLindholm-Leary (2000)

• 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

California Department of Education Language
Policy and Leadership Office
Biliteracy for a Global Society An Idea Book on
Dual Language Education NCBE
35
Research ResultsLindholm-Leary (2000)

• Multicultural Competencies and Self Esteem
• High levels of self-esteem
• High academic competence and motivation
• Positive multicultural competencies
• Enjoyment in studying through two languages

California Department of Education Language
Policy and Leadership Office
Biliteracy for a Global Society An Idea Book on
Dual Language Education NCBE
36
National Study of Programs for English
LearnersCollier and Thomas

• 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

California Department of Education Language
Policy and Leadership Office
A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
37
Program Types Reviewed

• TWBI programs
• 9010
• 5050
• Late-Exit bilingual programs
• 9010 and 5050 one-way developmental programs

• Early-Exit / TBE content ESL
• Early-Exit / TBE traditional ESL
• ESL taught through content
• ESL pullout

California Department of Education Language
Policy and Leadership Office
A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
38
Research ResultsCollier and Thomas

• Programs must be
• effective,
• well implemented,
• not segregated
• and sustained long enough (5-6 years)
• in order for the achievement gap between ELs
  and native English speakers to be closed

California Department of Education Language
Policy and Leadership Office
A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
39
Research ResultsCollier and Thomas

• 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

California Department of Education Language
Policy and Leadership Office
A National Study of School Effectiveness for
Language Minority Students Long-Term Academic
Achievement CREDE
40
English Learners Long Term K-12 Achievement on
Standardized Tests in English Reading Compared
Across Seven Program Models
This chart represents a study conducted by Thomas
and Collier comparing the effectiveness of
programs for English learners. It shows that two
way bilingual immersion programs and late exit
bilingual programs with content ESL were the only
programs where ELs reached the 50 in English
reading and maintained it through 12th grade.
California Department of Education Language
Policy and Leadership Office
Thomas Collier, 2000
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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)

California Department of Education Language
Policy and Leadership Office
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Selected Resources

• Christian, D. (1994). Two-way bilingual
  education Students learning through two
  languages. (Educational Practice Rep. No. 12).
  Santa Cruz, CA and Washington, DC National
  Center for Research on Cultural Diversity and
  Second Language Learning.
• Christian, D., Montone, C., Lindholm, K.,
  Carranza, I. (1997). Profiles in two-way
  immersion education. McHenry, IL Center for
  Applied Linguistics and Delta Systems Co., Inc.

California Department of Education Language
Policy and Leadership Office
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Selected Resources

• California Department of Education. (2002).
  California two-way bilingual immersion programs
  directory. Sacramento, CA California
  Department of Education
• Thomas, W. Collier, V. (1998). School
  effectiveness for language minority students.
  Alexandria, VA National Clearinghouse for
  Bilingual Education
• Thomas, W. Collier, V A National Study of
  School Effectiveness for Language Minority
  Students Long-Term Academic Achievement. Center
  for Research on Education , Diversity
  Excellence, Santa Cruz, CA

California Department of Education Language
Policy and Leadership Office
44
Selected Resources

• Cloud, N., Genesee, F., Hamayan, E. (2000).
  Dual language instruction A handbook for
  enriched education. Boston, MA Heinle
  Heinle.
• Lindholm-Leary, K. (2000). Biliteracy for a
  global society An idea book on dual language
  education. Washington, D.C. National
  Clearinghouse for Bilingual Education.
• Lindholm-Leary, K. (2001). Dual language
  education. Clevedon, UK Multilingual Matters
  Ltd.

California Department of Education Language
Policy and Leadership Office