Dual Language Advisory Committee MeetingSeptember 25, 2013Dual Language at Monroe

Purpose of Advisory Committee

Role of the Advisory Committee

•Advise: Provide input and suggestions on specific areas of the Title III program.

•Assist: Help to guide, develop, create, and implement initiatives or procedures to improve the Title III program.

•Support and advocate: Promote the Title III program throughout the schools and community.

Program of Work • Community relations and parental involvement

• Community resources

• Curriculum reviews and updates

• Professional Dual Language organizations

• Staff development

• Procedures and guidance

• Program review

Overview of Two-Way Dual Language

•Sharing our Language – Sharing our World:

▫Empowering our future global leaders for an integrated world by fostering a multilingual community of lifelong learners.

Program Vision

• Developing fluency in communication and literacy in two languages, English and Spanish.

• Acquiring knowledge in all academic subjects as outlined in the Tulsa Public School’s district guidelines.

• Cultivating understanding and appreciation of other cultures, inspiring self-esteem, and strengthening positive attitudes among students, their families and communities.

• Providing parents the opportunity to become involved in their child’s school experience.

Program Goals

What is Two-way Dual Language?

• A rigorous and structured academic program set in a language immersion framework

• Model for English-speakers and Spanish-speakers to develop proficiencies in grade-level academics and a new language

• Unique in that it provides an authentic learning environment due to the mixed language population

• An educational opportunity for students to develop positive cross-cultural attitudes and biculturalism

Benefits of Bilingualism for ALL Children

•Parent support of children through home-school collaboration.

•Learning advantages for future academic success.

•Value and respect of one’s language and other languages and cultures.

Dual Language Immersion

•The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling.

(Thomas & Collier, 2002)

Models for Educating English Language Learners

0 1 2 3 4 5 6 7 8 9 10 110

10

20

30

40

50

60

70 Two-Way DL

One-Way DL

Early Exit BE + Content ESL

Early-Exit + Trad. ESL

Content-Based ESL

ESL Pullout

No Services(Thomas & Collier, 2002)

Research Evidence for Native English-Speakers in Dual Language• 20 years of program evaluations & research

consistently demonstrate that outcomes for Native English-speakers are similar in one-way & two-way dual language immersion:

▫ NES develop proficiency in 2 languages

▫ NES scores as well as or better than NES peers in EO instruction in Math and English Language Arts

▫ ES develop positive sense of self & multicultural competencies

(Lindholm & Leary, 2007)

Instructional Program

Content Area Kinder - 1st Grade

2nd – 5th Grades

Reading/Language Arts Native Language

Spanish & English

Science Spanish Spanish

Social Studies Spanish Spanish

Math English English

Implementation & Training•Ongoing:

▫SIOP Saturdays▫WIDA Weekends▫Technical assistance from University of Central

Oklahoma▫Technical assistance from Intercultural

Development & Research Association▫State & national conferences: La Cosecha,

NABE, OABE, OKTESOL, MEI▫Embedded PD from the Dual Language Specialist

Implementation & Training•New for School Year 2013-2014:

▫3-day Dual Language Training Institute for all staff

▫Technical assistance from Drs. Gómez & Gómez

▫Classroom observations for fidelity with Drs. Gómez & Gómez scheduled for November

▫Weekly site-based PLCs▫Monthly district-based PLCs