Dr' Patricia A' Gomez University of Texas at Arlington

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Dr. Patricia A. Gomez University of Texas at
Arlington
DUAL LANGAUGE EDUCATION Its impact on how we
view Bilingual Education Todayand Bi-literacy
Structures How to move towards creating a well
balanced instructional approach

• April 19,2008 Lubbock, Texas

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GOALS AND OBJECTIVES
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GOALS AND OBJECTIVES

• Goal
• To understand the foundations of dual language
  Education
• To become aware of how dual language education
  moves bilingual programs to Bi-literacy
  instruction

• Objective
• To use this knowledge to build capacity in your
  district to continue supporting dual language
  program
• To develop an instructional program that will
  ensure an effective bi-literacy structure in your
  dual language program

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PRESENTATION GOALS AND OBJECTIVES
FOUNDATIONS OF DUAL LANGUAGE EDUCATION
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Maintenance, Developmental, Late Exit Bilingual
Education Model
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Transitional or Early Exit
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A Wake up Call for Bilingual Education
Wayne P. Thomas and Virginia P. Collier, 2004
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Growth of Two-Way Immersion
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PARADIGM SHIFT
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DUAL LANGUAGE PROGRAMS ALL HAVE COMMON GOALS

• Students will
• Develop high levels of proficiency in their fist
  language
• Achieve high levels of proficiency in a second
  language
• Demonstrate positive cross-cultural attitudes and
  behaviors
• And
• Their academic performance will be at or above
  grade level in both languages

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DUAL LANGUAGE PROGRAMS HAVE COMMON
CHARACTERISTICS

• Literacy and Content instruction through two
  languages, for all students
• Extended period of implementation (minimum K-5
  optimal K-12)
• Extended period of implementation 50 90 of
  daily instruction in a partner language

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Characteristics Common to Effective ProgramsFred
Genesee, Kathryn Lindholm-Leary, William
Saunders, Donna Christian (2005)

• Attitude that All Children Can Learn.
• Positive school environment.
• Challenging and meaningful curriculum.
• Alignment of curriculum to high standards.
• Administrators and teachers that know and
  understand theory and goals of program and
  implement best practices for ELLs.

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Characteristics Common to Effective Programs
Continued

• Integrate rather than segregate students
• See the program as an enrichment model
• Program is sustained over time
• Consistent assessment of literacy and
• academic development.
• Language development strategies are incorporated
  into the program

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General Principles and Strategies
Northwest Regional Educational Laboratory (2006)
www.nwrel.org

• Simplify instructions if possible
• Make it culturally relevant or personal to
  students
• Whenever possible, supplement a lesson with
  bilingual materials

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DIFFERENCES BETWEEN THE TWO MOST COMMONLY USED
DUAL LANGUAGE PROGRAM MODELS
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90/10 Dual Language Model
Transition to formal literacy instruction in the
alternate language begins here
This model can be a one-way or a two-way model

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Literacy Development in a 90/10 Model

• Students reach a point of transition
• from one language to another
• Literacy development is a sequential process
• Teachers teaching in this model must stay true to
  the language of instruction to maximize learning
  outcomes
• Students in this model have been receiving formal
  literacy instruction in one language and the
  point in which they begin formal literacy in the
  second language is the point of transition from
  one language structure to another for those
  students

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50/50 Dual Language Model
Two Languages are Maintained from the onset of
program development
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Literacy Development in a 50/50 Model

• Teachers teach for transfer in this model
• Simultaneous literacy is maintained from the
  onset of the program
• Teachers help students make connections between
  the two languages
• Teachers recognize and address language
  interferences

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50/50 Dual Language Program Model Balancing the
Literacy Instruction
ENGLISH 3hrs
SPANISH 3hrs

• Direct teach for transference through content
  instruction for Ells
• Formal English Literacy Development for
  English Speakers
• Oral Lang. Development/ Reading Comprehension/
  Writing Skills development Letter Sound
• (Vowels 1st) Consonant Sounds Vowel
  Consonant Blends Decoding Single Word
  Meaning
• Scaffold and enrich skills and concepts for
  Native Spanish Speakers

• Direct teach for transference for Native English
  Speakers
• Formal Spanish Literacy Development
• for Spanish
• Oral Lang. Development/ Reading Comprehension/
  Writing Skills development Letter Sounds
• (Vowels 1st) Consonant Sounds Vowel
  Consonant Blends Decoding Single Word Meaning
• Scaffold and enrich skills and concepts for
  Native English speakers

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Implications for Literacy

• Literacy Instruction
• Sequential (read first through L1, add on L2 in
  2nd or 3rd grade)
• Simultaneous (learn to read in both languages)
• Research on bilingual programs (including
  late-exit and dual) shows
• Successive literacy approaches are more
  beneficial for ELL students who begin school with
  less developed L1 and who are from low-income
  homes in which parents have lower levels of
  education (less literacy in the home)

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What Research Suggests for High Quality Program
Structure

• Considerations
• Need sufficient model speakers of each group to
  enable students to practice language.
• The ideal is 5050, but can have as few as 1/3 of
  either group.
• Students must be proficient in English, not just
  dominant in English to count as English model.
• Need to consider transiency and movement out of
  program.
• In kinder, 3-4 two-way classrooms is ideal, 2
  classrooms is an absolute minimum.
• Special ed students do not need to exit program.

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Dual Language Model Time and Language
Considerations Content Taught in English vs.
Spanish

• The language of content instruction is not a
  significant variable. The major issue is to
  develop the concepts and enable students to
  develop specialized vocabulary in each language.
• Consider specific reasons for having content
  instruction through a particular language (e.g.,
  specialized vocabulary, assessment requirements,
  proficiencies of teachers for specials--library,
  PE).

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Questions
Questions
Questions
Questions
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FACT

• Few Colleges offered classes (course work) in
  methods of teaching Reading in Spanish
• Prospective Bilingual teachers are simply told to
  learn best-practice strategies in English and do
  them in Spanish.

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FACT

• UNIVERSAL APPROACH
• ONE SIZE FITS ALL
• It is not enough to simply know the method in
  English
• and apply it in Spanish

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QUESTIONS
FOUNDATIONS OF LITERACY DEVELOPMENT
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Question
In what order should literacy be introduced when
two languages are being taught ?
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• Language Minority
• Students
• Several years of uninterrupted reading and
  writing instruction in the primary language
• Should Last from 3 to 5 years depending on
  whether the program begins in Pre-K, K or Grade 1
  .
• At 3rd grade formal reading/Writing in the second
  language begins
• Reading and writing must also continue in the
  primary language
• Informal Exposure to second
• language can occur as early as
• grade 1

• Language Majority Students
• It is recommended that the second language be
  used for initial language/Literacy instruction
• Percent of language is determined by program
  model

• Dual Language Programs
• Initial Literacy Instruction to both groups in
  the minority language first
• Some programs elect to provide formal literacy
  instruction to each group of students in their
  primary language.

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Question
WHAT SHOULD TEACHERS KNOW ABOUT TEACHING A
SECOND LANGAUGE IN A DUAL LANGUAGE PROGRAM?
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TEACHING FOR TRANSFERENCE BETWEEN
LANGUAGESVS.TRANSITIONING FROM ONE LANGAUGE
TO ANOTHER
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ORGANIZE INSTRUCTION FOR TRANSFER
BACKGROUND EXPERIENCES
AGE STAGE OF LANGUAGE
DEVELOPMENT
PACING INSTRUCTION Follow Sequence of
Language Learning and Language Acquisition
PROVIDE OPPORTUNITIES FOR PRACTICE AND
APPLICATION OF SKILLS
Continually check for comprehension of
instruction
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Why ?

• BECAUSE
• Students who do not establish a threshold level
  of competence in one language will remain at low
  levels of literacy in both languages and lack
  feelings of competence so essential to future
  learning.
• If students do not internalize the
  graphophonemic relationships of at least one to
  their languages well, they may labor to process
  text. They may hesitate when decoding individual
  clusters of letters when reading each of their
  language.
• (Cummins,1984)

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QUESTION

• WHAT TRANSFER EFFECTS CAN TEACHERS EXPECT ?

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TRANSFERABLE SKILLS FROM SPANISH TO ENGLISH

• Concepts of Print
• Comprehension Skills
• Reading Comprehension Skills
• Punctuation
• Study Skills
• Consonant Sounds
• Consonant Bends
• Vocabulary Development
• Structural Analysis
• High Frequency Words
• ( Autimaticity vs. decoding of sight words)

INCOMPLETE TRANSFER SKILLS FROM SPANISH TO
ENGLISH

• Sentence Structure
• Capital Letters
• Vocabulary ( False Cognates)
• Punctuation (Question marks/Exclamation pints)

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NON-TRANSFERABLE SKILLS FROM SPANISH TO ENGLISH

• Vocabulary Contractions
• Sound / Symbol relationships
• All vowels
• Diphthong and vowel combinations
• Final Consonants
• Initial Consonant Blends
• Consonant blend Clusters
• Consonant Digraphs
• Silent Consonants

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QUESTION
WHAT ARE IMPORTANT DECODING AND ENCOING SKILLS TO
TEACH?
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• DECODING SKILLS
• Phonetic analysis
• Sight word recognition
• Use of context analysis (background knowledge )
• Use of previous information provided
• Structural analysis (use of grammatical cues such
  as root words , prefixes, and suffixes)
• Use of Visual cues such as word length or word
  shape
• Use of references ( Looking words up in the
  dictionary , requesting assistance)

• ENCODING SKILLS
• Letter Sound Recognition
• Sight Words
• Models (Environmental Print )
• Requesting Assistance

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QUESTION

• What is important to know about the language
  development of
• English monolingual students immersed in Spanish
  Literacy Instruction ?

Kathyrn Lyndholm- Leary
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Understand Language Differences

• For example,
• Spanish is more consistent between letter/sound
  correspondence than English
• a e i o u
• Spanish indio the i /e/ sound
• English ice-cream long /i/ sound
• English phonics suggests patterns
• bit bite bat bate
• ought boat

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English has multiple initial consonant clusters
that are foreign to Spanish.

• Initial Cluster beginning with S
• SP Speak SC School
• ST Street, SPR Spring
• SCR Scream STR Stream,
• SM Small SN Snow
• SL Slate SPL Splash

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ENGLISH SPANISH
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Understand Language Similarities
English English
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WORD WALLS

• English
• Uses words that are phonetically irregular and
  need to be learned as sight words

Spanish Words that are phonetically regular and
learning them as sight works helps to increase
reading fluency
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Environment

• Environment supports language acquisition beyond
  direct instruction
• (word walls, reference charts, visual cues)
• Room environment promotes fluency and is grade
  level appropriate.

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Include Word Walls With

• consonant sound positions
• Example
• Perro
• Carro
• Nina
• Pina
• (These words consonant sound occurs in the medial
  position)

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Include Word Walls With

• Nouns because it varies its use of (gender) and
  students need to learn the importance of an
  article noun agreement.
• Example
• el libro la mesa
• los libros las mesas

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SPANISHInclude Word Walls With

• Commonly misspelled frequently confused
  letters
• /b/ and /y/ Error Example
• /c/ and /z/ llo boi a la escuela y
• /g/ and /j/ despues seno con mis
• /h/ (silent) ermanos.
• /ll/ and /y/
• Correction Yo voy a
  la
• escuela y despues
  ceno
• con mis hermanos.

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ENGLISLH Word wall with common English
contractions helps students understand how to use
contractions
SPANISH Having a contraction word wall makes no
sense because there are only two contractions in
Spanish a el al de el del
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Applies to Both Languages Having a word wall
with common blends in Spanish as in English makes
good sense.

• Example
• Spanish English
• fr el frio fl
  flower
• fl la flor fr -
  frozen
• br la brisa br brush
  
• bl la blusa bl- blouse
  
• gr el grito gr
  green

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A Word Wall of How to Blend Syllables together to
make words is very useful

• pa to pato
• ga to gato
• ma lo malo
• pa lo palo

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Word Families in English are not the Same in
Spanish
English Word Family b at bat c at cat
m at mat r at rat
Spanish Word Family zapato pan
zapateria panadero zapatero
panaderia
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QUESTION
WHAT DOES IT MEAN TO TEACH ACCORDING TO STUDENTS
LEVEL OF LANGUAGE DEVELOPMENT ?
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STAGES OF LANGUAGE DEVELOMENT
Stage 1 Silent / Receptive Stage Stage 2
Early Production Stage 3- Speech Emergence
Stage 4 Intermediate Fluency Stage 5
Advanced Fluency
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THE BI-LITERACY CURRICULUM
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Curriculum Features of Effective Dual Literacy
Instruction
Continually examining student language
development and content knowledge Plan
instruction according to students language
abilities Using whole group, small group, and
differentiating instruction to meet student needs
Assessing Progress Designing Instruction Using
a Variety of Grouping Practices
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Curriculum

• 2. Planning related to curriculum
• Horizontal vertical alignment.
• Large variety types of materials.
• Meets vision and goals of bilingualism,
• biliteracy, and multiculturalism.

Planning is partly based on curriculum, but is
somewhat independent. Publishers and textbooks
will change over the years, but the students
needs will not.
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THE BI-LITERACY INSTRUCTION
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Biliteracy IssuesUse Research What does
research say aboutdeveloping biliteracy (Mora,
Genesee)

• There is positive transfer between L1 and L2 in
  phonemic awareness, reading phonics, word
  recognition, word strategies, use of cognates,
  monitoring comprehension.
• Some students need direct instruction before they
  can utilize the similarities.
• Biggest obstacle is lack of vocabulary in L2
• Background knowledge for specific texts is
  essential to comprehension
• Some reading strategies are common to both
  languages, others are specific to the phonetic
  and grapheme systems between English and Spanish.
  Explicit instruction in these contrasts is
  helpful.

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DESIGNING INSTRUCTION

• Plan instruction based on assessment data
• Group students (and regroup based on continual
  assessment).
• Set instructional goals for each group.
• Select and sequence appropriate tasks.
• Identify students for additional, intensive
  instruction.

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Dual Language Bi-literacy Instruction Language
Arts Biliteracy Issues

• Language Arts/literacy instruction in dual
  language programs is different from other
  bilingual programs.
• Like instruction in English, Spanish
  reading/language arts is based on ELA standards,
  but
• Unlike English reading instruction, we do not
  start over with beginning reading instruction in
  English rather, we build on what knowledge and
  skills students have already acquired in Spanish.
• Many ELA skills can be taught during instruction
  in Spanish.
• ELA Standard Grade K Describe people, places,
  things (e.g., size, color, shape), locations,
  actions
• This language arts/literacy skill can be taught
  through Spanish--understanding how to describe
  people, things, locations, actions

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FORMING BALANCED CLASSES FOR DUAL LANGUAGE
INSTRUCTION

• You are not trying to form LEP vs. non-LEP
  bilingual pairs
• Focus on language skills (IPT) using raw scores
  (versus level) in English and Spanish
• Do not use LEP versus non-LEP classification only
  to balance
• Re-assess and re-balance classrooms at the end of
  each year
• Some students are LEP, but with fairly good
  English skills that would be considered an
  English speaker for classroom instruction
  however, his/her target native language
  (language arts) is still Spanish
• The need to have equal balance is not as
  crucial as having a good balance as possible of
  English and Spanish speakers regardless of their
  original native language (some non-LEP children
  may have indeed gained sufficient Spanish and
  considered Spanish speakers and vice versa)
• This is why it is important to be assessing
  children in both languages
• Finally try to distribute strong English
  speakers and strong Spanish speakers across the
  classrooms. For instance, if you have 20 non-LEP
  children (assuming they have strong English
  skills) and 5 classrooms, place 4 in each
  classroom, and so on

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BI-LITERACY LESONS
Freeman Freeman 2006
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Bi-literacy Instruction 50/50 Model
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5 CONSECUTIVE DAYS OF SPANISH INSTRUCTION 5
CONSECUTIVE DAYS OF ENGLISH INSTRUCTION
(50/50 MODEL)
P.Gomez,2008
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Biliteracy Delivery System
A Two Way Dual Language Program

• Students are grouped by language dominance after
  language assessments are conducted.
• 1. 50 native Spanish speakers
• 2. 50 native English speakers
• Teachers plan cooperatively to provide integrated
  lessons that are not translations.
• Students are taught exclusively in the target
  language without translating or code switching.
• Teachers use second language methodologies (TPR,
  concrete manipulatives, modeling, charts, graphs,
  and literature) to model and teach the target
  language.

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INTEGRATED INSTRUCTION
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Instruction

• Effective strategies techniques include
• Language input that
• Uses sheltering strategies to promote
  comprehension
• Uses visual aids and modeling instruction,
  allowing students to negotiate meaning
• Is interesting, relevant, of sufficient quantity
• Is challenging to promote high levels of language
  proficiency and critical thinking

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Listening Speaking
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Reading Writing
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MAKING CONNECTIONS TO LEARNING A NEW LANGUAGE

• Oral Connections In making presentation
  students use and develop oral language.
  Communication inspires us to use a new language.
• Visual Connections Students draw or sketch word
  or topic of communication to represent the
  meaning they wish to convey
• Written Connections Students
• Students have an opportunity to demonstrate
  knowledge of clear and effective syntactic
  structures.

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ASSESSING STUDENT PROGRESS IS CRITICAL TO A
SUCCESSFUL BALANCE OF LANGAUGE DEVELOPMENT
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• Develop questioning strategies
• Use Blooms taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Hint Use questions that students will encounter
during assessment.
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Balance all Assessment Approaches

• Benchmarks-
• Can begin in the second grade
• Can be developed by the district
• Often are given in 3rd grade and are previous
  versions of the TAKS test
• Often are given in English and in Spanish to
  determine the language the TAKS will be taken in.
• TAKS
• Beginning in 3rd grade dual language programs.
• Offered in English and in Spanish
• TPRI/ Tejas Lee
• Administered at the beginning, middle, and end of
  the year.
• identify early reading difficulties or risk for
  reading difficulties in English/Spanish at an
  early age.
• Offers intervention exercises.
• DRA II / EDL II
• Focuses on comprehension, fluency, expression,
  reading engagement and in higher levels writing.
• Administered at the beginning, middle, and end of
  the year.

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Conceptual knowledge and language development
are measure and assess separately

• Combining measurement of language acquisition and
  conceptual knowledge without the child having
  fully acquired their second language could
  obstruct accurate test results.
• Give the second language learner the opportunity
  to measure their conceptual knowledge in their
  native language until they have fully acquired
  the second language.

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Assessment and Accountability

• Research on effective schools, including
  schools with immersion programs, demonstrates
  that assessment plays an important role. In
  these schools, assessment is
• Consistent and systematic (longitudinal)
• Used to shape monitor program effectiveness
• Aligned with appropriate state curricular
  standards and with vision and goals of
  bilingualism, biliteracy, and multiculturalism
• Carried out with multiple measures in both
  languages
• Interpreted accurately (data are disaggregated)
• Disseminated to appropriate constituents
• Included in professional development.

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Student Success
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Weve Come a Long Way Baby!
KEEP A FORWARD MOVEMENT
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Questions/Comments?

• Contact Information
• Patricia A. Gomez
• Cell 361-688-0902
• Office 817-272-5144
• E-mail drgomez_at_uta.edu