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Overview of Dual Language Education
Middle Grades Collaborative Ellen Ochoa Learning Center
March 31, 2016
LAUSD
Multilingual & Multicultural Education Department
Dual Language/Bilingual Programs Office
Agenda� Overview of Dual Language Education
� Definition and Goals� Dual Language History and Profile� Thomas and Collier Study on DLP� Benefits
� Implementation Guidelines� Q&A
March 2016DL/Bilingual Programs Office
Dual Language Education
3
� Dual Language is an umbrella term for various programs in which students are taught:� literacy and � content in two languages.
March 2016
Foreign/Second Language Immersion Programs
“The student population is composed entirely of native English speakers who may be from a variety of cultural groups, and instruction is provided in English and a second language, such as French or German”
Howard, Olague & Rogers (2003). The Dual Language Program Planner:
A Guide for Designing and Implementing Dual Language Programs
4
EO/IFEP
DL/Bilingual Programs Office
Developmental Bilingual Program
“The student population is composed entirely of language minority students from a single language background (such as native Spanish speakers, native Chinese speakers, etc.) and instruction is provided in English and the students’ native language.”
Howard, Olague & Rogers (2003). The Dual Language Program Planner:
A Guide for Designing and Implementing Dual Language Programs
5Intro to DLP/MBE, Summer
2014
EO/IFEP
EL
DL/Bilingual Programs Office
Two-Way Immersion ProgramTwo groups of students are mixed in the same classroom:
• English speakers • English learners who speak the Target Language
To receive instruction in English and the Target Language to develop academic proficiency in both languages
Intro to DLP/MBE, Summer 2014
Intro to DLP/MBE, Summer 2014
EO/IFEP
EL EL
EO/IFEP
Per Master Plan for ELs, Two-Way Immersion = Dual Language ProgramDevelopmental Bilingual = Maintenance Bilingual EducationDL/Bilingual Programs Office 6
Goals
Bilingualism and Biliteracy
Academic Proficiency
Cultural Competence
7 March 2016DL/Bilingual Programs Office
8
Historical BackgroundIt all began in Canada in the 1960s…
NationMid-1960s
Dade County, Miami
1970sWashington D.C.- 50/50Chicago- 50/50San Diego- 90/10
The first DLPs were modeled after the Canadian French/English model
Miami
St. Lambert1965
Washington DC
San Diego
Chicago
Los Angeles1991
St. Lambert1965
Historical Background - LAUSDDual Language Programsu 1991: Spanish/English u 1992: Korean/English u 2007: Mandarin/English
Maintenance Bilingual Education Programu 2013: Spanish/English
Korean/English
Foreign Language Immersion Program (Elem)u 2015: French/English
Mandarin/EnglishSpanish/English
In 2003, all dual language programs came under the purview of the Dual Language Office.
9 March 2016DL/Bilingual Programs Office
Dual Language Education
10
§ Nation: Center for Applied Linguistics (as of July 2011)
§ 396 programs in 30 states and Washington D.C.§ DLPs offered in 7 languages: Spanish, French, Cantonese,
Korean, Japanese, Mandarin and German§ As of July, 2015: 458 records are found in the directory
§ California: California Department of Education (as of July 2015)
§ 201 locations
§ LAUSD (as of July 2015)
§ 56 DLP § 6 MBE§ 3 FLI
March 2016DL/Bilingual Programs Office
DL/Bilingual Programs Office 11
Dual Language Program (DLP)(Two-Way Bilingual Immersion)
Maintenance Bilingual Education (MBE) Program
Transitional Bilingual Education (TBE) Program
Foreign Language (One-Way) Immersion Program (FLI)
Program Goals Bilingualism and Biliteracy Bilingualism and Biliteracy English Bilingualism and biliteracy
Grade-Level Span K-12 K-5 K-3 K-12
Number of Programs/ Languages Offered
Total: 56•Spanish-44(36 Elem; 8 Secondary)•Korean-9(6 Elem; 3 Secondary)•Mandarin-3(2 Elem; 1 Secondary)
Total: 6•Spanish (5 Elem)•Korean (1 Elem)
Total: 10•Spanish (9 Elem)•Korean (1 Elem)
Total: 3•Spanish (1 Elem)•Mandarin (1 Elem)•French (1 Elem)
Designed for · English learners · English proficient students
· English learners · English learners • English proficient students
Amount of Time in Target Language*
Elementary:50%-90% of daily instructionSecondary:2-3 periods out of a 6-period day
50%-70% of daily instruction Begins with 70% primary language, by 3rd grade almost all instruction is in English
Elementary:50%-90% of daily instructionSecondary:2-3 periods out of a 6-period day
Content Taught in Target Language
· Academic subjects· Language· Culture
· Academic subjects· Language· Culture
· Academic subjects· Language· Culture
• Academic subjects• Language• Culture
State/District Mandates
· CA Ed. Code, Section 310· LAUSD EL Master Plan · “E Req. of A-G in secondary
· CA Ed. Code, Section 310· LAUSD EL Master Plan
· CA Ed. Code, Section 310· LAUSD EL Master Plan
· “E Req. of A-G in secondary
Multilingual Instructional Program Pathways
Why Should my Child Continue in the Dual Language Program in Secondary?
Average performance of native English speakers
Transitional bilingual programs, taught through contentTransitional bilingual programs, taught traditionally
60
50
40
30
20
10
1 3 5 7 9 11
NCE
Two-way programs
Maintenance bilingual programs
ESL programs, taught through content
ESL programs, taught traditionally
61
52
40
35
34
24
GRADE
PERCENTILE
DL/Bilingual Programs Office
ResearchFindings:Thomas&Collier,1997
Benefits of Dual Language EducationBilingualism and biliteracy
Appreciation of cultural diversity
Cognitive flexibility
California State Seal of Biliteracy
Participation in advanced language courses
Satisfaction of graduation and college admissions requirements
College credit through Advanced Placement exams
Employment/apprenticeship/internshipMarch 2016DL/Bilingual Programs Office 13
Cognitive Benefits of Dual Language Education
ü Become SMARTER- students tend to score better on standardized testing particularly in math, reading, and vocabulary (when compared to monolingual students)
ü Build MULTITASKING skills- skilled at switching between two systems of speech, writing, and structure
ü Delays DEMENTIA- may remodel parts of the brain; first signs at age 75 instead of 71
ü Improves MEMORY- language rules and vocabulary strengthen mental “muscles”
ü Increases PERCEPTION- adept at focusing on relevant informationü Increases DECISION-MAKING skills- make more rational decisionsü Improves LANGUAGE awareness- language structures allows for an
more effective communicator, sharper editor and writer, and develops better ear for listening
DL/Bilingual Programs Office March 2016
15
Labor Market Advantagesof Bilingualism
Gandara,P.(2015).RethinkingBilingualInstruction.EducationalLeadership,(March,2015),60-64.Retrievedfromwww.ascd.org
DianaPorras,JungyeonEe,andPatriciaGándarasurveyedalmost300large,
medium,andsmallbusinessesinCaliforniaacrossallsectorsofthe
economy(2014)
In the areas of management services, transportation, and hospitality, the percentage rose to between 80 and
100 %
Across the board, 2/3 responded that they would prefer bilingual employees
if their skills were comparable to monolingual employees
English Language Video
Dual Language and Foreign Language Immersion Program
Elementary Instructional Models
17
50/50 ModelSpanish, Korean,
French, Mandarin• 50% of day in
target language in kindergarten
70/30 ModelSpanish
• 70 % of day in target language in Kindergarten
90/10 ModelSpanish
• 90 % of day intarget language in Kindergarten
Maintenance Bilingual Education Program
March 2016DL/Bilingual Programs Office
• ELA• ELD (For ELs)• Math• Science• Social Studies• P.E.• The Arts
� TLA –Target Language Arts
� TLD –Target Language Development (For EOs and IFEPs)
18
Additional Subjects in Dual Language
Taught in English and Target Language
March 2016DL/Bilingual Programs Office
19
BILINGUALTeacher
AM--ENGLISH
PM--MANDARIN
Elementary Self-Contained Model
March 2016DL/Bilingual Programs Office
20
Group A
Group B
Group B
Group A
ENGLISHTeacher
MANDARINTeacher
AM
PM
ElementaryTeamTeachingModel
March 2016DL/Bilingual Programs Office
How is the program different in Secondary from what my child got in elementary?
Instruction in allacademic subjects in both languages
In a 6 period day:At least 2 periodsare taught inthe target language and all other periodsare taught in English
Period English Learners English Only/FEPs
1 ELD/ENGLISH ENGLISH
2ELD or Language Electivein the target language
ELECTIVE (Target Language Arts)
3 MATH MATH
4 SOCIAL STUDIES(in the Target Language)
SOCIAL STUDIES (in the Target Language)
5 SCIENCE SCIENCE
6 P.E. P.E.
What are our middle grades students in DLE programs learning?
§ Instructional program for English Learners and EO/FEP students (Two-Way Immersion).
§ Standards-based academic instruction in English and in the Target Language. At least two periods out of a 6 period day are taught in the target language.
§ Students have the opportunity to earn the 2-year Languages Other than English LAUSD graduation requirements beginning in middle school (A-G graduation requirements for LOTE) (*3 Years recommended for UC).
What else might we consider when talking about language learning in MS?
Q & A
Dual Language/Bilingual Programs Office
Anne Kim, Coordinator213-241-2550anne.kim@lausd.netNorma España, SpecialistJudith Iguina, Specialist
24
World Languages & Cultures
Kate Sohn, Coordinator213-241-4517ksohn@lausd.net
March 2016DL/Bilingual Programs Office
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