Dual Language Programs: Implementation, Expectations and Benefits
description
Transcript of Dual Language Programs: Implementation, Expectations and Benefits
Dual Language Programs: Implementation, Expectations and
BenefitsSimona Montanari,
Ph.D.
Field Elementary School, Pasadena, CA
November 20, 2013
Goals of this Talk• Briefly describe different types of dual
language (DL) programs
• Talk about assessment in California’s DL programs
• Show the long-term educational outcomes of DL programs
• Talk about the transfer of language and academic skills from one language to the other
• Describe ways to further help your child
Types of DL programs
• 90:10 models: typically for same-script languages
• 50:50 models: often for different-script languages
• All models strive to have a balanced number of English-speaking and Target-language-speaking children
• All models aim at full bilingualism, bi-literacy and grade-appropriate academic achievement
Assessment at Kindergarten Entry Kindergarten Inventory
(not in all districts) in English and Target
Language (for native speakers only)
Measures baseline of children’s reading skills and phonological awareness BEFORE entering school
Given again 3 times during kindergarten
Assessment at Kindergarten Entry California English
Language Development Test (CELDT)
for children who speak other languages at home
assesses the child’s English proficiency before school entrance
given every year until child is considered ‘proficient’
Assessment from K/1st through 5th
District-created quarterly assessments assess child in reading, writing, math and science currently administered in English (in PUSD) Districts differ in how early and how often these
tests are given Teacher-designed tests directly measure learning of
of lesson contents administered in both Target
Language and English
Assessment from K/1st through 5th
STAR Reading Inventory assesses the child’s reading skills in ENGLISH only given starting from first/second grade, 3 times/year Scores – given in year and months – inform on what grade
level child is reading (ex: score of 1.3 = child reads at 3rd-month-of-1st-grade level)
This can help parents select books that are appropriate to child’s reading skills
Accelerated Reader Book Finder provides a reading level for most English titles www.arbookfind.com/default.aspx
Assessment from 2nd grade on
California Standard Test (CST) But this is changing!
assesses child’s math, reading, and writing skills (eventually sciences)
administered in ENGLISH only School’s Academic Performance Index (API),
Academic Yearly Progress (AYP) etc. are determined by CST scores
Why So Much Testing?
Most tests are mandated by the District or by the State
Frequent and varied forms of assessment help teachers and administrators monitor students’ progress and identify areas where more help is needed
Remember that one score from one test is just a snapshot of your child’s abilities
Since English instruction is limited in K-2, English scores lower than grade level are normal
Educational Outcomes of Dual Language Programs: English-speaking children
Research in the last 20 years shows that English-speaking children in immersion programs:
reach the same levels of English proficiency as students in English-only programs, starting 1 year after receiving substantial English instruction (at least 20%)
by 3rd or 4th grade these children will score at grade-appropriate level in English
by 5th grade, they will outperform their peers in English-only programs, not only in English but in other subjects
Educational Outcomes of Dual Language Programs: English-speaking children
Results’ from Lindholm-Leary’s (2001) large-scale study on DL programs
Educational Outcomes of Dual Language Programs: English-speaking children
The 90:10 model produces higher levels of bilingualism and higher academic achievement than the 50:50 model (Lindholm-Leary, 2001)
How Long Does it Take to Learn L2? Some L2 comprehension within first weeks of
instruction 3-4 weeks after starting the program, one-word
answers to simple, predictable questions Initial use of English or gestures to communicate By first grade, fluent reading if orthography is
transparent www.youtube.com/watchv=EUpO2-7qJSI&feature=channel
By the end of the second year, full (if not totally correct) sentences www.youtube.com/watch?v=LM3VS6yWFAI&feature=channel
Advanced language competence takes 5-7 years to develop
Academic, near-native language competence takes 11-12 years to develop
Individual variation
Educational Outcomes of Dual Language Programs: English Language Learners
English language learners in DL programs will initially lag behind students in English-only programs
However, they usually ‘catch up’ by 3rd or 4th grade
By 6th grade, they have English scores that are as high or HIGHER than similar students in English-only programs
Educational Outcomes of Dual Language Programs: English Language Learners
Thomas & Collier, 2000
How can students in DL programs gain an L2 without cost to their performance in
the curriculum? Learning in 2 languages: helps child develop creative thinking - the ability
to think and solve problems in original, flexible, and creative ways
fosters metalinguistic awareness - understanding of language(s) and its(their) elements
leads child to deeper understanding and retention of academic content due to the attention and cognitive effort needed to learn in two languages
How can students in DL programs gain an L2 without cost to their performance in the
curriculum? Language and academic skills in one language
transfer to the other. Reading comprehension strategies Content knowledge Math Transfer of literacy skills is especially evident
when children are learning languages with same orthographies
Word reading Cognate vocabularywww.youtube.com/watch?v=LX883AnFOuM&feature=youtu.be
How Can I further Help My Child?
• Help your child learn skills that do not transfer • This is more needed in Mandarin-English DL programs• Have child READ and WRITE as much as possible (in
any language)• Ask all sorts of questions about the readings• Provide opportunities for your child to hear and speak
the Target Language• Have high expectations from your child• Contact your child’s teacher and schedule an
appointment for any concern
In Conclusion
• Children are repeatedly tested in both the Target language and English in school
• Learning a second language takes a long time• English scores lower than grade-appropriate level are
NORMAL in the initial years of immersion programs• In the long run, children in dual language programs
outperform children in English-only programs• Language and academic skills transfer from one
language to the other• Help your child learn skills that do not transfer
References Baker, C. (2006). Foundations of bilingual education and
bilingualism. Clevedon: Multilingual Matters. Baker, C. (2007). A parents’ and teachers’ guide to
bilingualism. Clevedon: Multilingual Matters. Flores, A. L. & Soto, R. A. (2012). Bilingual is better: Two
Latina moms on how the bilingual parenting revolution is changing the face of America. Bilingual Readers.
King, K. & Mackey, A. (2007) The bilingual edge: Why, when, and how to teach your child a second language. New York, HarperCollins.
Lindholm-Leary, K. (2001). Dual Language Education. Clevedon: Multilingual Matters.
Questions? Email me! [email protected]