Two-Way%20Bilingual%20Education

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Two-Way Bilingual Education

• Two-way bilingual programs address several
  serious issues facing education in the United
  States today.
• Donna Christian

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Differing opinions

• Only by preserving our commonality--English--can
  we ensure that we will continue to live and work
  together as one Nation, one people.

• Proficiency in two or more languages should be
  promoted for all American students. Bilingualism
  enhances cognitive and social growth,
  competitiveness in a global marketplace, national
  security, and understanding of diverse peoples
  and cultures.

Toby Roth, 1993
Stanford report,1993
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Crawford states that this schizophrenic attitude
can be summed up as
additive bilingualism for English speakers and
subtractive bilingualism for language
minorities. (p.210)
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Agenda

• Essential definitions
• Brief review of language support programs
• Characteristics of a dual language program
• Look at dual language programs in terms of Wirt
  and Kirsts values in education policy
• Activity to bring it all together and to bring
  out any questions you have.

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Definitions

• Bilingual education
• Transitional (aims to prepare students to enter
  the mainstream classroom by using the home
  language to transition into English
  instruction)
• Developmental (aims to maintain and develop the
  home language as students acquire English)
• Two-way bilingual education places two language
  groups together and promotes the learning of a
  second language while maintaining the home
  language.

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Programs and Percentages

• ESL (pull-out and pull-out with content) - 64
• Transitional bilingual education programs - 26
• Developmental bilingual education programs - 10

According to Collier Thomas (1997) of the 10
who were in developmental bilingual education
programs, only 3 were in dual language, or
two-way bilingual programs.
Cummins, J. (2000). Language, Power and
Pedagogy Bilingual children in the crossfire.
Clevedon, UK Multilingual Matters.
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The quick-exit orientation, though still
pervasive, is beginning to face a challenge from
parents, educators and even some federal
policymakers.

• Crawford, J. (1999). Bilingual education
  History, politics, theory and practice (4th ed.).
• Los Angeles Bilingual Educational Services.

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A change is in the air

• Research is starting to document the benefits of
  extended mother-tongue instruction to ELLs
  (Collier Thomas, 1997, 2002)
• Foreign language immersion programs show superior
  results for English-speaking students (Lindholm
  Aclan, 1991)
• Parents requesting more enrichment programs
  (Cloud, Genesee, Hamayan, 2000)

• Crawford, J. (1999). Bilingual education
  History, politics, theory and practice (4th ed.).
• Los Angeles Bilingual Educational Services.

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Is there a way to reconcile the needs of the
English language learners and the native English
speakers?
YES
A dual language program
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What is a dual language program?

• A
• B
• C
• D
• E

• Additive
• Bilingual
• Curriculum-based

• Developmental

• Enrichment oriented

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Goals of a dual language program

• Students will develop high levels of proficiency
  in their first language and in a second language.
• Students will perform at or above grade
  level in academic areas in both languages.
• Students will demonstrate positive cross-
  cultural attitudes and behaviors and high levels
  of self-esteem.
• Christian, D. 1994

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Criteria for Effective Two-Way Bilingual Education

• Crawford, J. (1999). Bilingual education
  History, politics, theory and practice (4th ed.).
  Los Angeles Bilingual Educational Services.

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Long-term treatment

• Research has shown that it takes 4-6 years for
  students to achieve bilingual proficiency.

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Optimal input in two languages

• Subject-matter instruction must be
• -adjusted to the students level
• - challenging
• - relevant
• in both languages.

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Integration of language arts into the curriculum

• Students need formal language arts instruction in
  both languages. This should be done through
  content areas, rather than through grammar
  exercises.

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Separation of languages for instruction

• This can be done by subject matter, physical
  space or by teacher.
• This can also be done by days of the week, or
  time of day (a.m. instruction in one language,
  p.m. instruction in the other).

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Additive bilingual environment

• The goals of a two-way bilingual program stress
  the development of two languages, not using one
  language just to learn the other.

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Balance of language groups

• The ideal mix is 50/50 to ensure equity in the
  classroom.
• A balanced mix ensures maximum interaction in the
  classroom between the two language groups.

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Sufficient use of the minority language

• At least 50 of instruction should be in the
  minority language to provide English speaking
  students optimal input and to give the language
  minority students opportunity to develop academic
  proficiency in their language.

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Oyster elementary in Washington, D.C. introduces
reading in both languages at the same time. By
3rd grade, their children are reading above grade
level.
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Virginia Collier (parent of an Oyster graduate)
attributes the childrens high literacy ability
to affirmation of the minority language,because
the whole school community is reinforcing that
Spanish is as good as English.

• Crawford, J. (1999). Bilingual education
  History, politics, theory and practice (4th
  ed.).Los Angeles Bilingual Educational Services.

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Oyster is far from the typical school

• Oyster elementary has two teachers for every
  class. One is the Spanish teacher and the other
  the English teacher.
• The children who go to Oyster are of relatively
  high socioeconomic status.

• Crawford, J. (1999). Bilingual education
  History, politics, theory and
• practice (4th ed.).Los Angeles Bilingual
  Educational Services.

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Integration of the dual language program

• into the whole school so that the program does
  not become a school within a school
• into the community so that there is participation
  of other minority/majority language speakers in
  program activities
• into the families so that volunteering in the
  program encourages socializing among both groups
  of parents.

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Program models

• Programs are described by the percentage of the
  minority language first. For example 90/10
  means that the minority language is used for
  instruction 90 of the instructional day and
  English 10. Programs can be 90/10, 80/20,
  70/30, 60/40 or 50/50.

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Any questions on

• Goals of a two-way bilingual program?
• Important elements of a well-designed program?
• Types or models of dual language programs?

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Challenges in establishing dual language programs

• Finding qualified teachers
• Lack of understanding about the goals of a
  bilingual program
• Funding the added costs of teacher recruitment
  and two sets of content materials

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More information on TWI programs

• www.cal.org/twi (Two-Way Immersion 101)
• www.cal.org/jsp/TWI/SchoolView.jsp (Directory of
  Two-Way Immersion programs throughout the U.S.

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How does a dual language program relate to Wirt
and Kirsts four values in education policy?

• Quality
• Efficiency
• Equity
• Choice

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ACTIVITY
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A final thought

• Perhaps some day, to become Americanized will no
  longer mean to become monolingual.

James Crawford