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UNDERSTANDING BILINGUAL EDUCATION PROGRAM MODELS WS#132563

REGION ONE EDUCATION SERVICE CENTER

KARINA E. CHAPA, M. ED

LANGUAGE PROFICIENCY, BILITERACY AND CULTURAL DIVERSITY DIRECTOR

KCHAPA@ESC1.NET

@ESC1BILINGUAL @BILINGUALPRIDE

©2019 REGION ONE EDUCATION SERVICE CENTER

INTELLECTUAL PROPERTY STATEMENT

All materials, content, and forms contained in this training/presentation are the intellectual property of the Region One Education Service Center and are intended for use by session participant at the classroom, campus, or district level only. Materials are to be used “as is”

without modification.

Materials may not be used for personal benefit or financial gain or for use outside of the school system.

www.esc1.net│facebook.com/RegionOneEducationServiceCenter│twitter.com/RegionOneESC

©2019 REGION ONE EDUCATION SERVICE CENTER

SESSION OBJECTIVES

Content Objective

¡ Today I will analyze the second language acquisition process and the impact of different bilingual program models in the education of English Learners.

Language Objective

¡ Today I will discuss with my peers the second language acquisition process and I will share the differences and similarities among different bilingual program models.

©2019 REGION ONE EDUCATION SERVICE CENTER

LANGUAGE POWER

“Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning”.

David Corson, 1999

Cognitive

SocialAffective

LANGUAGE=

IDENTITY

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BICS VS CALP

Basic Interpersonal Communication Skills

Cognitive Academic Language Proficiency

1-3 years

5-7 years

J. Cummins (1981)

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TRANSFER OF CONCEPTS

BICS L2

1-3 years

BICS L1

1-3 years

CALP L1+L2

5-7 years J. Cummins (1981)

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MY LANGUAGE PROFILE IN 1999

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BICS L2

1-3 years

BICS L1

1-3 years

CALP L1+L2

5-7 years J. Cummins (1981)

MY LANGUAGE PROFILE IN 2019

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BICS L2

1-3 years

BICS L1

1-3 years

CALP L1+L2

5-7 years J. Cummins (1981)

YOUR TURN!

CALP L1+L2

BICS L2BICS L1

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RESEARCH FINDINGS

The stronger academically and cognitively the L1, the stronger the L2.

The weaker academically and cognitively the L1, the weaker the L2.

W. Thomas and V. Collier (2009) Pg. 37 - Figure 4.4

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THE EFFECTIVENESS OF BILINGUAL PROGRAM MODELS:

LONGITUDINAL STUDY BY THOMAS AND COLLIER

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BILINGUAL PROGRAM MODELS

Bilingual Education

Subtractive ( - )

Submersion Early Exit

Additive (+)

Late Exit Dual Language

One-Way Two-WayChapter 89, Jigsaw/Frayer Model

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FRAYER MODEL

Early Exit Late Exit

One-Way DL

Two-Way DL

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BILINGUAL EDUCATION ALLOTMENT: STATE BILINGUAL FUNDS

Early Exit Late Exit

One-Way DL

Two-Way DL

©2019 REGION ONE EDUCATION SERVICE CENTER

10%BEA for EL$616

10%BEA for EL$616

15%BEA for EL$924

15%BEA for EL$924

5% for EP$308

$

$

$

$

BIG PICTURE

Elementary Dual Language (PK-5)LOTE Spanish I Credit at the end of 5th GradeorEarly Exit/Late Exit

Middle SchoolDual Language (6th-8th)Spanish II/II AP Spanish Language AP Spanish LiteratureSpanish Content Area(s)orESL and maybe Spanish I/II

High SchoolArts and Humanities EndorsementBiliteracy SealSpanish Content Area(s) if DLOther Advanced CoursesPerformance Acknowledgement in Bilingualism and Biliteracy

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ACADEMIC + LINGUISTIC PROFICIENCY

STAAR

TEKS

TELPAS

ELPS

STAAR – TELPAS RELATIONSHIP

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TELPAS DOMAINS

10%

10% 50%

30%

2nd-12th Online

25%

25% 25%

25%

©2019 REGION ONE EDUCATION SERVICE CENTER

TRANSITIONAL BILINGUAL MODEL SAMPLE

©2019 REGION ONE EDUCATION SERVICE CENTER

MIL GRACIAS¡MilGracias!KarinaE.Chapa,M.Ed.

LanguageProficiency,Biliteracy

andCulturalDiversityDirector

RegionOneESC

kchapa@esc1.net

Twitter@esc1bilingual@bilingualpride

©2019 REGION ONE EDUCATION SERVICE CENTER