ritical Components of a Successful Dual Language Program: Research and Implications

Transcription

1 ritical Components of a Successful Dual Language Program: Research and Implications Kathryn Lindholm-Leary, Ph.D. Professor Emerita, San Jose State University KLindholmLeary@mac.com 10 th Annual Dual Language Institute The Brain and Language: Research-Based Benefits April 18, San Diego County Office of Education

2 Purpose Re-examine critical components of dual language (DL) programs in light of current research Understand why these components are considered critical

3 Definition Are you Really a DL/TWI Program? tegration: Language-minority and language-majority student tegrated for at least 60% of instructional time (and ideally more t all grade levels struction: Content and literacy instruction in English and the artner language is provided to all students, and all students ceive instruction in the partner language at least 50% of the structional day at all grade levels opulation: Within the program, there is a balance of language inority and language-majority students, with each group makin p between one-third and two-thirds of the total student populati uration of Program: The DL/TWI program begins in Pre-K, indergarten, or first grade and runs at least five years (preferab rough Grade 12)

4 Goals Are you Really a Dual Language Program? Are your goals? High level of bilingualism High level of biliteracy Content area achievement in both languages Cross-cultural competence Do you measure outcomes for all of these goals? If not, how can you say your program is successful?

5 Critical Components of Successful Dual Language Program Strong focus on biliteracy and bilingualism for all students Emphasis on equity and excellence for all studen Administrative support and instructional leadershi High quality teachers and professional developme Parent involvement and home/school collaboratio

6 Critical Components of Successful Dual Language Program hese critical components align with the Guiding Principles for Dual Language Programs See research basis for Guiding Principles for Dual Language Programs See Resources for additional research Use Guiding Principles to promote higher quality program ownload for free at:

7 Research-Based Critical Componen 1. Strong focus on Biliteracy and Bilingualism aspects of program designed to achieve goals of additive ingualism, biliteracy and cross-cultural competence. e curriculum promotes the development of bilingual, biliterate ss-cultural competencies for all students. Decisions on curriculum take into consideration vision of bilingualism/bilitera truction designed to enhance development of bilingualism, iteracy, and academic achievement. sessment plan includes accountability for bilingualism and iteracy for all students - variety of data using multiple measures th languages used for program accountability and evaluation. cruitment/retention of high quality staff who are highly proficien th languages of the program and professional development f ff to improve their language proficiency.

8 Research-Based Critical Componen 1. Strong focus on Biliteracy and Bilingualism monstrated commitment to DL/TWI program rough considerable planning District and school commitment to duration of program fo students at least K-5/6, preferably K-8 or K-12. Substantial program planning o Program, curriculum, instructional planning meetings with staff o Program articulated across all grade levels o Program, curriculum & instruction modifications are research-bas o Plan for professional development o Assessment plan with benchmarks for bilingualism and biliteracy each grade level o Assessment data used to examine effectiveness of program

9 Research-Based Critical Componen 1. Strong focus on Biliteracy and Bilingualism light on language development in both languages ach academic oral language skills from the beginning so dents have oral skills needed when reading to learn beco lient (later grades) ach academic oral language skills at all times Reading, writing, listening and speaking across the curriculum Language development embedded in all content o Lessons include language objectives along with content objectives Focus on content-obligatory language: vocabulary, grammar, discou skills that are essential for mastering content of lesson/subject matte based on analysis of content objectives and activities

10 Understanding Transfer Underlying Assumptions of Model nowledge learned rough one language aves the way for nowledge acquisition in e second language tudents who learn math L1 can demonstrate nowledge in L2 once ey acquire academic nguage skills in L2 L1

11 Transfer What it does and does NOT mean egative Transfer Some L1 influences errors in English o Use of L1 phonology for L2 spelling & decoding Effects are visible transfer perceived as bad ositive Transfer Many L1 influences correct forms in English o Cognate vocabulary Effects are invisible transfer not noticed

12 Transfer What it does and does NOT mean ransfer is Good! ELLs have a unique BILINGUAL RESERVOIR of skills, knowledge, & experiences: L1 + ENGLISH ELLs draw on this RESERVOIR of skills, knowledge, & experiences in learning to read and write English

13 Transfer What it does and does NOT mean esearch demonstrates there is transfer acros nguages and that transfer is Good! Successful ELL readers use same strategies in reading and L2 When students provided content instruction (e.g., math, science) in one language, they can score at/near grade level when content tested in second language Positive correlations between scores in 2 languages Strategies of successful ELL readers differ from those o successful English-L1 readers & writers since successfu ELL readers can use translation, cognates, transfer

14 Transfer What it does and does NOT mean ransfer (using L1 to learn L2) Most likely to occur when languages share features o Letters, sounds, words, grammar Occurs for aspects of language with strong cognitive basis o Core reading skills, narrative, using language to think critically

15 Significant Positive Correlations in these Areas of Reading LI letter-sound knowledge L2 letter-sound knowledge phonological awareness decoding skills vocabulary phonological awareness decoding skills vocabulary backgroundcultural backgroundcultural

16 Transfer What it does and does NOT mean urrent Interest in Transfer No research that transfer is facilitated by simple translation (verbal renaming) While transfer may be facilitated by scaffolding cognitive process and not simply verbal renamin across languages, we need to be careful to keep the languages separated and not merely help students develop translation equivalencies. o May lead to overdependence on translation and inhib language development.

17 Research-Based Critical Componen 1. Strong focus on Biliteracy and Bilingualism eparation of languages for instruction Monolingual lesson delivery is more effective than langua mixing (including translation) for promoting higher levels language proficiency Strategic use of both languages can be incorporated in upper elementary and secondary levels but focus should always be on developing language competence within ea language. Strategic use includes: o Study of cognates o Studying/improving translation abilities o Comparing/contrasting two languages and/or cultures

18 Research-Based Critical Componen 1. Strong focus on Biliteracy and Bilingualism xposure to optimal dual language input Comprehensible input/sheltered instruction for second language learners: use of slower, more expanded, simplified, repetitive speech oriented to here and now; highly contextualized language and gestures; many comprehension and confirmation checks o Sheltered Instructional Observational Protocol for DL/TWI - Stimulating language input for native speakers of each language

19 Research-Based Critical Componen nguage output 1. Strong focus on Biliteracy and Bilingualism Providing both structured tasks and unstructured opportunities for students to practice language o cooperative learning optimizes student interactions and shared work experiences o BUT just placing students in pairs or groups does not assure th will use language or meet learning goals. They need clear guidance, and vocabulary and sentence patterns so they can US language. Establish and enforce a strong language policy in classroom that encourages students to use instructional language and discourages students from speaking the no

20 2. Emphasis on equity and excellen cellence for all students for all students Standards-based academic curriculum; same as non-dl/ High expectations for all students o Curriculum and instructional approaches enriched & challenging focused on basic skills or remedial) onal Council for Accreditation of Teacher Education (Oct 2010) cent reforms aimed at increasing student achievement have focused primarily on what can be termed basic academic skills. obust research base, however, tells us that student success in schoo requires a combination of social, emotional, and academic/cognitive competencies. maximize student achievement, teachers and schools must effectivel address all of these aspects of development.

21 2. Emphasis on equity and excellen quity for all students for all students All students provided opportunity to develop second language at no cost to primary language and culture School-wide focus and commitment to bilingualism, biliteracy, and achievement for all students Faculty committed to equality so students of different ethnic, social, language, and other backgrounds receive instruction in an equitable manner Faculty trained and able to use books and instructional materials that represent diversity in classroom

22 2. Emphasis on equity and excellen for all students quity for all students and their families Program shows strong commitment to parents of both language groups. o Office staff members have bilingual proficiency and cross-cultu awareness. o Meetings with parents assure that parents of both language groups can understand and participate Parents of both language groups provided with opportunities to participate in and out of classroom and be involved in decision-making capacities and committees.

23 Learner Background Characteristics Who is/is not Appropriate for DL? esearch does not indicate that any group could/ hould be excluded from DL programs hile some students may be at greater risk for nderachievement, research shows that these tudents achieve at higher levels than their peers n English-only programs ere is no need for any placement testing to ilter for (in)appropriate DL/TWI students ll students are potential candidates

24 Students with Speech/Language Impairment Bilingual children with SLI had same patterns of impairment as monolingual children with impairment in both English & French Bilingual children with SLI had same severity of impairment as monolingual children with impairment in both English & French Children with SLI can become bilingual, and Bilingual children s language development is not a greater risk than that of monolinguals with SLI

25 ELLs with Speech/Language Impairment des 4-6, ELLs identified h speech/language airment achieve at higher els in dual language than in I/English Mainstream her achievement & guage proficiency Higher CST and CELDT scale scores Higher percent of students rated as Proficient or Advanced on CST and as Early Advanced or Advanced on CELDT Dual Language SEI - Mainstre CST Scale Score Percent Prof/Adv 60% 9% CELDT Scale Score Percent Early Adv 63% 36%

26 Critical Components 3. Administrative Support & Instructional Leadership Administrative support - district and site level Strong support for program by district administration an local Board of Education Program not viewed as temporary Resources allocated appropriately and equitably for program

27 Critical Components 3. Administrative Support & Instructional Leadership Instructional leadership Successful DL/TWI programs have instructional leader program coordinator, resource teacher, vice principal, committee of site leadership and teachers Extensive knowledge of DL/TWI, second language development, bilingual and immersion education theory and research, effective classroom practices, support fo program and belief it will work if implemented correctly Advocates for program, oversees model development and program planning

28 Critical Components 4. High Quality Teachers and Professional Development eachers need typical knowledge of content, urriculum, instructional strategies and classroom anagement skills S ative or native-like ability in either/both language( nowledge of DL/TWI model and important omponents

29 Critical Components 4. High Quality Teachers and Professional Development eachers need specialized training in DL/TWI DL/TWI model, bilingual and immersion research and th Second language development; sheltered language Instructional approaches and strategies for promoting bilingualism, biliteracy, cultural competence Cooperative learning, grouping eachers need opportunities to develop profession vels of proficiency in the second language

30 Critical Components 5. Parent Involvement and Home/School Collaboration arent involvement research clearly shows that parental involvement is associated with higher achievement among students ome/school collaboration research demonstrates effective programs incorporate variety of home/school collaboration activities

31 Conclusions

32 Resources indholm-leary, K. J. (2001). Dual Language Education. Avon, England: ultilingual Matters. uiding Principles for Dual Language Programs. ttp:// indholm-leary, K., & Genesee, F. (2010). Alternative educational programs nglish learners. In California Department of Education (Eds.), Improving ducation for English learners: Research-based approaches. Sacramento: ress. indholm-leary, K. J., & Howard, E. (2008). Language and academic achiev n two-way immersion programs. In T. Fortune & D. Tedick (Eds) Pathways ilingualism: Evolving perspectives on immersion education. Avon, England: ultilingual Matters. oward, E., & Christian, D. (2002). Two-Way immersion 101: Designing and mplementing a two-way immersion education program at the elementary leve ttp://escholarship.org/uc/item/7cm4v2f5