Capacitacin Bilinge Para Todos Los Nios

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Capacitación Bilingüe Para Todos Los Niños!

• Presented
• by
• Dr. Leo Gómez, Associate Professor/Assistant
  Dean
• College of Education, The University of Texas
  Pan American
• Dr. Richard Gómez Jr., State Director
• Migrant Bilingual Education, OSPI, State of
  Washington
• Dr. José Agustin Ruiz-Escalante, Associate
  Professor
• College of Education, The University of
  Texas-Permian Basin

February 23, 2001Phoenix, Arizona - NABE 2001
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Equality of Educational Opportunity

• Eng. Speaker PK K 1 2 3 4
  5
• (Communicative Base)
• Span. Speaker PK K 1 2 3 4 5
• (Communicative Base)
• Academic Content-Areas
• Language Development (L1 L2)
• Cultural Relevance, Experiences, etc.
• Standardized Testing---TAAS

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Three Perspectives on Language

• Language as a Problem
• not valid, associated with poverty, deficient
• underachievement, negative perception
• educational/societal problem, no social value
• Language as a Resource
• co-existence of national and linguistic diversity
• economic benefit/upward mobility
• Language as a Right
• right to freedom of expression, self-identity
• preservation of cultural linguistic heritage
• equal educational societal opportunity

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Purpose of Bilingual Education

• Instruction in the Learners L1 to Promote
• conceptual development in all subjects (keep up
  w/peers)
• the communicative proficiency which underlies
  both 1st and 2nd language development
• Two Types of Language Proficiency
• BICS Basic Interpersonal Communication Skills
  (2-3)
• basic commands, social conversation,
  communicative fluency
• CALP Cognitive Academic Language Proficiency
  (5-7)
• reading, writing, content-based, sophisticated
  language

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Transitional Early Exit Models

• TBE is a Deficit Model
• Early Transition from L1 to L2
  (2-3 years of L1 instruction)
• Development of BICS within two years prompts
  educators to transition early. However, still no
  development of CALP
• Concurrent translation commonly used due to push
  for early English acquisition

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Transitional Late Exit Models

• Late Transition from L1 to L2
  (4-5 years of L1 instruction)
• Assures the development of CALP proficiency for
  language transfer
• Conceptual development in L1 for acquisition of
  L2
• Emphasis is placed on valuing and developing the
  native language and culture

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Goal of Transitional Model

• Transitional models of bilingual education
  practice subtractive bilingualism
• Deficit model encourages remediation
• Children are asked to set aside or subtract their
  native language and assimilate to the more
  prestigious/dominant English language
• Childrens native language not valued and not
  academically developed

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Goal of Two-Way Model

• Two-Way Models of bilingual education are
  Additive Models-Develop Biliteracy
• Additive model encourages enrichment, challenging
  curriculum and high expectations
• Children are provided the opportunity to add one
  or more languages (CALP level)
• Childrens native language valued academically
  developed (CALP)

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Interdependence Hypothesis

• A learner who has mastered the basics of reading,
  writing and thinking in the L1 will transfer
  these skills and knowledge and perform well in
  the L2.

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Threshold 1 Limited Bilinguals

• At this level, learners exhibit low levels of
  competence in both languages, with negative
  cognitive effects on academic learning
• Early Exit TBE models typically produce students
  at this level

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Threshold 2 Less Balanced Bilinguals

• At this level, learners exhibit age-appropriate
  competence in one, but not two languages, with no
  positive or negative cognitive consequences on
  learning
• Late Exit TBE models typically produce students
  at this level

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Threshold 3 Balanced Bilinguals

• At this level, learners exhibit age-appropriate
  competence in both languages, with positive
  cognitive effects on learning
• Two-Way models typically produce students at this
  level

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Consistency in Language

• Effective language development in any language
  requires consistency in that language in order to
  move the learner from communicative proficiency
  to academic proficiency.

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Two-Way Model Characteristics

• Program must be implemented at least
  4-6 years
• Extensive exposure and use of the two languages
• Language development must focus on academic
  subjects (learn specific content-areas in English
  or Spanish)
• Integration of content-areas with language arts
  curriculum

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Two-Way Model Characteristics (Continued)

• Separation of languages for instruction
• Equal consistency in the use of each language
• Total school climate must reflect a bilingual/
  biliterate atmosphere
• Close balance of two language groups in each
  classroom is ideal, but not necessary

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Two-Way Model Characteristics (Continued)

• Students provided with ample opportunities to use
  both languages (listening, speaking, reading
  writing)
• Administrative support (campus/district)
• Instruction should challenge and empower students
  (high expectations-gifted program)
• High quality bilingually proficient teachers, or
  ESL certified teachers
• Active home school collaboration/ support
  (parents actively involved)

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Two-Way Model Benefits

• Native Language Cultural Development as a Right
• Both Spanish and English Valued Equally
• Bilingualism for Both the Spanish and English
  Speaker
• Not Remedial, but Enrichment and Challenging,
  Additive
• High Levels of Language Cultural Proficiency
  (Balanced)

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Two-Way Model Benefits (Continued)

• Cognitive Advantages for Future Learning (Future
  Academic Success)
• Appreciation and Respect of one's own Language
  Culture
• Value and Respect of one's Language Culture by
  Others
• Economic Advantages (Job Opportunities, NAFTA)

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Two-Way Model Research

• For language minority students schooled in the U.
  S. from kindergarten through 5th grade, the
  Two-Way Developmental Bilingual Education Model
  is the most successful, as measured by
  standardized tests across all subject areas
• When students schooled bilingually (two-way),
  rather than focus on L2, there is greater
  academic achievement (Virginia Collier Wayne
  Thomas, 1997)