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Bilingual Program Structure Training
Equity Assistance Center (EAC) Region II
Office of Supplemental Education Programs
June 10 and 11, 2014 Day 1
Presenters: Patricia M. Herbert, Senior Research
Associate at the Equity Assistance Center Region II
Kenneth Bond, Bilingual/ESL Specialist at the NJDOE, Office of Supplemental Educational Programs
Equity Assistance Center The Equity Assistance Center assists states,
districts, and school systems to effectively address the problems of desegregation based on race, sex, and national origin that have an impact on student achievement and equal educational opportunity.
Funded by the U.S Department of Education, the EAC provides technical assistance to states and school districts in New York, New Jersey, Puerto Rico, and the Virgin Islands to effectively address the equity issues which affect student achievement and opportunity.
Baggage Claim
Pack your bag by writing 1 interesting thing about yourself and 1 goal for our work together.
When the music starts, get up and move to the music. When the music stops, find a partner.
Share what is in your bag. When the music starts again, you must exchange bags, and move to the music.
When the music stops, find a new partner. Explain that you have the wrong bag, and proceed to tell who the bag belongs to and what is in the bag.
Workshop Objectives Participants will be able to apply research
to create a vision for bilingual education in their district.
Review of New Jersey Bilingual Education Guidelines
Competing Perspectives Competing theoretical perspectives regarding
relative effectiveness of programs English Immersion
faster English proficiency faster access to core curricular content
Two-language programs better second language development (transfer) no loss of academic content while learning new
language. (Reardon et. al)
Language Assistance Programs Full-time Bilingual Program with ESL support Dual Language Bilingual (two-way) Alternative programs that use students’
native-language for instruction (Bilingual Part-time, Bilingual Tutorial, Bilingual Resource)
Alternative programs that are English-based (High-Intensity ESL, Sheltered Instruction)
ESL-Only English Language Services (ELS)
Full-Time Bilingual Program with ESL Support
Full-time program of instruction in all subjects
which a child is required by law or rule to receive, administered in the native language of the limited English proficient student and
also in English.
A bilingual program must be provided when there are 20 or more limited English proficient students in any one language classification
enrolled within the school district.
Dual-Language Bilingual (two-way)
Full-time program of instruction that
provides structured English language instruction and instruction in a second language in all content areas for LEP students and for native English speaking students enrolled in the program.
Alternative Programs that use Students’ Native-Language
An alternative program of instruction for bilingual students in districts where there is no full-time
bilingual program available. Alternative program options are: Bilingual Part-time Bilingual Resource Bilingual Tutorial
Example: Native-Language Alternatives Part-time Bilingual Program Students are mainstreamed in English program
classes but receive daily instruction in mathematics and reading by a certified bilingual teacher.
Example: School district with approximately 30 bilingual
Spanish students, 30 bilingual Portuguese students and two bilingual-certified teachers offers a part-time pullout bilingual resource room.
Students receive a minimum of one period of developmental reading instruction and support in math from the bilingual teacher, in addition to their regular ESL instruction.
Alternative Programs that are English-Based
An alternative program of instruction for bilingual students in districts where there is no full-time
bilingual program available. Alternative program options are: High-Intensity ESL Sheltered Instruction
Example: English Based Alternatives High-Intensity Example: School district with approximately 25 bilingual
Spanish students and three ESL teachers offers high-intensity ESL. Students receive two class periods of ESL instruction. The teachers provide push-in instruction for content area classes and daily pull-out instruction for ESL.
Sheltered English Instruction Example: Sheltered English classes are taught by regular
classroom teachers who have received training on strategies to make subject area content comprehensible for LEP students. Students also receive 1 period of ESL-per-day.
Anticipation Guide
Anticipation Guide Draw upon prior knowledge Recognize the effects of one’s own point of
view in formulating interpretations of texts Engage all students in the exploration of new
information by challenging them to critically think about what they know or think they know about a topic.
Set a purpose for reading, even for those students who initially may not be engaged by the topic.
Anticipation Guide
Anticipation Guide
A D
In pairs, discuss the anticipation guide and make some guesses about possible responses. Talk about why you think your answers make sense.
Research on Bilingual Education
RESEARCH SHOWS:
Home Language Advantages ELs with advanced levels of
competence in certain aspects of the home language demonstrate superior achievement in English literacy compared with ELs with lower competency in home language abilities
Neurocognitive Advantages Advanced levels of bilingual
competences are associated with cognitive advantages in “executive control process” or ability to: 1. focus attention when potentially
conflicting information 2. select relevant over irrelevant
information 3. switch strategies when situation not
forthcoming
Promote high levels of academic
achievement in all curricular areas and full proficiency in both home language & English for academic purposes
*If master grade level curriculum in home language, usually decrease achievement gap & often outperform EOs.
Developmental / Maintenance /Late Exit Programs
For L1 & L2 development of ELs Second language learning is a
challenging & lengthy process Second language learning results in
only partially learned English & exhibiting substantial errors in primary language
Two-way program students lag behind EOs in primary & normally catch up by 5th grade
For length of time to become proficient
A minimum of 2-5 years for advanced proficiency in oral English, regardless of program type.
Bilingual program students learned English faster than those in EO programs *Little research on native language
proficiency
With increased oral proficiency in English, ELs
1. Use more English and therefore learn even more oral English
2. Interact more frequently with EOs & therefore learn more English
3. Use more complex language-learning strategies, particularly integrating with others & will monitor their own learning
4. Display wider variety of language skills, including academic use of language, higher order question & definitional skills
“similar” finding for ELs & EOs Both influenced by: oral proficiency phonological ability metacognitive skills linked to
reading
For Literacy & Bilingual Development
For ALL students to learn to read English
Minimum oral proficiency necessary With oral proficiency, achieve greater success in
reading Oral proficiency most important in later stages
of reading acquisition Diversity & depth of vocabulary knowledge Understanding story structure & strategies for
constructing meaning from text
“Studies indicate that, given effective programs, ELs can acquire reading & writing skills in English that are virtually comparable to those of EO students, and at the same time, they acquire strong reading & writing skills in Spanish.”
(Lindholm-Leary & Genesee, 2010)
For reading and writing development in DL programs
ELs made good progress in both languages & developed high-level reading & writing skills Meeting or exceeding grade level norms Narrowing the achievement gap (by grade 5) Achieving same grade level of writing scores
in 6th for both English & Spanish (writing had more mechanical errors)
What research says about program models…… The chart on the following slide represents
a study conducted by Thomas and Collier comparing the effectiveness of programs for English learners.
More English instruction does not lead to higher
achievement in English
Research shows Bilingual education results in higher English achievement
Increased amount of exposure to English has not resulted in increased achievement for ELs
In 50/50 vs. 90/10 bilingual programs, ELs in 50/50 (more English) did not achieve higher levels in English, but rather Both programs developed high
levels of oral proficiency 50/50 achieved higher in early
grades, while 90/10 were comparable in later grades
Research shows A benefit of bilingual education over English
Only instruction ELs may achieve higher than ELs in EO
mainstream classes ELs with extended programs outperform
ELs with short-term bilingual instruction
…there is no one best model that will serve all English Learners at all times. Rather, they point out the importance of providing services for English learners that consider the community context, needs of students to be served, and the resources that are available for implementing the program.
Lindholm-Leary and Genesee
SFUSD EL Pathway Study Roughly 18,000 ELL students who entered
kindergarten in SFUSD from 2002-2010. Regression analyses (event history and
growth modeling) of associations between pathways and student outcomes.
SFUSD EL Pathway Study Key Findings: Two-language programs may result in longer
times of EL status Remaining an EL longer is not associated with
inferior outcomes overall EL students in two-language programs have a
higher long-term likelihood of becoming proficient in English, meeting an academic ELA threshold, and being reclassified
EL status should be designed such that it does not inhibit full access to rigorous content and interaction with English-speaking peers.
(Umansky & Reardon, 2014)
Rethinking the Anticipation Guide Answer the “after” section of the
anticipation guide questions
Bilingual Academic Language Development
Focus on language What does it take for a
student, any student, but especially an ELL, to
accomplish the following task?
Think, Pair, Share
Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables,
or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
by an algebraic expression, determine which function has the
greater rate of change.
understand algebraic, graphical, and numerical representations,
listen to and understand descriptions, discuss the functions with peers and
teacher express comparative information and
results work verbally through the problem under
the guidance of the teacher and peers, express his or her understanding through
language, accompanied by graphs and equations or tables of values.
What does this demonstrate?
Thinking and language are intimately intertwined.
Language as action perspective: Strategy: 3W’s (What I Read, What’s in My
Head, What My Partner Said) Text: Excerpt from Language and the Common
Core Standards, van Lier and Walqui, Understanding Language website
Scaffolding A programmatic perspective
Programming for the Needs of Students Scaffolds Buttresses
Who are your students? Think about...
language(s) used at home with attention to oral and written expertise in those languages,
levels of English language development (reading, writing, listening, speaking),
learning disabilities, prior schooling, relevant cultural information, any other relevant information you may have
on your ELLs. (Hamayan & Freeman-Field, 2006)
Scaffolding Scaffolds need to be provided at a
systems level. Student that have lower levels of
proficiency, formal education, and first language literacy need programs that provide scaffolds to allow them to build content.
As students finish building knowledge in certain areas, scaffolds should be removed.
WIDA Proficiency Levels
Program Scaffolds Small class sizes Bilingual instructional aide Extended day/ year Specialized curriculum Bilingual counselors Bilingual social workers Etc.
Academic Discourse Students learn by creating ideas as they state their
own ideas, and draw out their partner’s ideas. Students learn by clarifying ideas to make sense of
their previous statements and elaborate on their views with specific explanations.
Students learn by fortifying ideas. They build the conversation by providing real life examples and evidence from the text.
Students learn by negotiating ideas to build consensus and discuss points of disagreement (Zwiers et al., 2014).
Question Which program scaffolds are most
relevant for your district?
Are there any areas where you are providing a buttress instead of scaffolds?
Are there any areas where you are not providing enough scaffolds?
Vision for Biliteracy
Vision Statements A vision statement is…
focused on future potential, the “north star” of a program, inspirational, and succinct.
Consensus Building Activity If you do not already have an official
vision statement for biliteracy in your district, what does the staff see as the de facto vision?
If you do have a vision statement for biliteracy in your district, is it currently functioning as the “north star” of your program?
Vision for Biliteracy Take time to word-smith a vision
statement for biliteracy in your district.
Think about the following examples…
Vision Statement Examples Smithsonian: Shaping the future by preserving our heritage,
discovering new knowledge, and sharing our resources with the world (17)
VFW: Ensure that veterans are respected for their service,
always receive their earned entitlements, and are recognized for the sacrifices they and their loved ones have made on behalf of this great country. (32)
Creative Commons: Our vision is nothing less than realizing the full potential of the Internet — universal access to research and education, full participation in culture — to drive a new era of development, growth, and productivity. (33)
Create a Commercial
In groups, write a 1 – 2 minute commercial to explain your vision for biliteracy.
You can… write a jingle create a skit or present an infomercial.
References Beeman, K. And Urow, C. (2012).Teaching for Biliteracy in the United States: Strengthening
Bridges between Languages Philadelphi, PA: Caslon Publishing.
Hamayan, E. V., & Freeman, R. D. (2006). English language learners at school: a guide for administrators. Philadelphia, Pa.: Caslon Publishing.
Lindholm-Leary, Kathryn and Genesee, F. Alternative Educational Programs for English Learners, IN Improving Education for English Learners: Research-Based Approaches. California Department of Education: Sacramento
Menken, K., & Garci ́a, O. (2010).Negotiating language policies in schools educators as policymakers. New York: Routledge.
Reardon, S., Umansky, I., Valentino, R., Khanna, R., & Wong, C. (2014).Differences among instructional models in English learners' academic and English proficiency trajectories. Stanford: San Francisco Unified School District/ Stanford Research Partnership .Freeman-Field ELL Institute
Umansky, I., & Reardon, S.F. (2014). Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms. - See more at: http://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms#sthash.F4H4eCLQ.dpuf
Zwiers, Jeff, Susan O’Hara, and Robert Pritchard (2014). Common core standards in diverse classrooms: essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse