TCSD Dual Immersion Program

1
TCSD Dual Immersion Program

• Community Presentation
• Fall 2008

2
Welcome / Bienvenidos
3
Agenda

• Why?
• What?
• Our plan and how you can be involved

• Por qué?
• Qué es?
• Nuestro plan y como ustedes pueden ayudar

4
Why? / Por Qué?

• To meet our mission
• Our Mission is to ensure that all students have
  the foundation for success and are challenged to
  reach their full potential.

5
Why? / Por Qué?

• To meet our mission
• Our Mission is to ensure that all students have
  the foundation for success and are challenged to
  reach their full potential.

6
Why? / Por Qué?
21st Century Success
Bilingualism Cultural Competency
Bilingüismo y Capacidades Culturales
Critical Thinking / Pensamiento Crítico
Technological / Tecnología
Academics / Académico
English / Inglés
7
Why? / Por Qué?

• To meet our mission
• A world-class education is, at least,
  bilingual.
• Una educación de calidad mundial es, por lo
  menos, bilingüe.
• --Glen Singleton

8
Bilingual Cartoon
9
Why? / Por Qué?

• What percentage of the worlds population is
  bilingual or multilingual?
• Over 65

Ethnologue Languages of the World, 15th ed.
(2005).
10
Why? / Por Qué?

• What percentage of the US population is bilingual
  or multilingual?
• Over 18

Ethnologue Languages of the World, 15th ed.
(2005).
11
Why? / Por Qué?

• Benefits of bilingualism
• Higher academic achievement on standardized tests
  (Robinson, 1992 Cooper, 1987 Armstrong Rogers
  1997 etc)
• Increased ability in English (Marcos, K., 1998
  Dumas, L., 1999)
• Beneficial to the development of reading
  abilities (D'Angiulli, et al., 2001 Diaz, 1982)
• Increased general intelligence and IQ scores
  (Samuels Friffore, 1979 Peal Lambert, 1962)

12
Why? / Por Qué?

• Benefits of bilingualism
• Improved ability to hypothesize in science
  (Kessler Quinn, 1980)
• Higher SAT and ACT scores (Robinson, 1992
  Cooper, 1987 Eddy, 1981 Olsen Brown, 1992
  etc.)
• Improved performance at the post-secondary levels
  (Wiley, 1985)
• Improved cognitive abilities (Curtain, 1990
  Genesee Cloud, 1998 Bamford Mizokawa, 1991
  Barik Swain, 1976 etc.)

13
Why? / Por Qué?

• Benefits of bilingualism
• Enhanced memory skills (Kormi-Nouri, et al. 2003)
• Increased problem solving ability (Stephens
  Esquivel, 1997)
• Improved verbal and spatial abilities (Diaz,
  1982)
• Increased cultural awareness and cross-cultural
  competencies
• Expanded career opportunities

14
Why? / Por Qué?

• Dual immersion programs are, by far, the most
  effective at developing bilingualism in both
  English and Spanish-speaking students
• and in developing cross-cultural competencies.
• (see review of studies in Met, 1998)

15
Why? / Por Qué?

• Most effective way to become bilingual and
  develop cross-cultural competencies.
• Research conclusively shows that it is the most
  effective program academically for ESL students.
• English-speaking students perform as well or
  better than similar peers academically who are
  not in dual immersion.

16
Collier Graph
17
Why? / Por Qué?

• Similar results for English-speaking students
• English-dominant students in dual immersion
  programs also match or outperform similar peers
  in traditional education programs
• (Lindholm, 1988, 1991, 1996, 2000 Genesee, 1983,
  1984, 1987 Swain Lapkin, 1982 Freeman, 1997,
  1998 Cazabón et al, 1993, 199 etc.)

18
Collier Graph
English-Speaking Students
19
Why? / Por Qué?

• Most effective way to become bilingual and
  develop cross-cultural competencies.
• Research conclusively shows that it is the most
  effective program academically for ESL students.
• English-speaking students perform as well or
  better than similar peers academically who are
  not in dual immersion.

20
What? / Qué es?

• Nonnegotiable
• 50 of students are native English speakers and
  50 are native speakers of the foreign language.
• At least 50 of the day must be spent in the
  foreign language.
• Outcomes are true bilingualism, academic
  achievement, and cross-cultural competencies
• K-12 vision commit K-5

21
What? / Qué es?

• Negotiable
• Program model 5050 or 9010?
• Simultaneous literacy or additive literacy?
• Whole school or strand within a school?

22
What? / Qué es?

• TCSD Program
• Strand within a school--Magnet
• Starting K or K 1st
• 2 classrooms per grade level
• Lottery system for student selection

23
What? / Qué es?

• TCSD Classroom
• Learn the same academic content as the other
  students
• Learn through both languages, not just a separate
  subject
• No simultaneous translation

24
Timeline / Cronología

• 2008/2009Planning year
• Jan. 20th2nd Community Forum
• 1st week of Mar.3rd Forum/Open House
• End of Mar.enroll students
• 2009/2010K or K 1st
• Add one grade level each subsequent year

25
Key Points / Aspectos Importantes

• Not targeted at Spanish-speaking or
  English-speaking studentsboth are equally
  important
• Outcomes True bilingualism, high academic
  achievement, and cross-cultural competencies
• Initial lag appearance K-5 commitment

26
How You Can Be Involved

• Tell your friends
• Tell your clients
• Post flyers, give out brochures
• Organization partnership/sponsorship
• Serve on Community Advisory Council
• ADVOCATE

27
More Information / Más Información

• http//www.tcsd.org/district/dual_immersion/
• Program Coordinator
• Chad Ransom
• Office 733-5302
• E-mail cransom_at_teton1.k12.wy.us