Language Planning Language Planning InitiativeInitiative

Presenters:Presenters:Marcia Volpe, Eva Ayers, Val Houser,Marcia Volpe, Eva Ayers, Val Houser,

Marsha Miceli, Shannon Allen, Joyce Schulz, Marsha Miceli, Shannon Allen, Joyce Schulz, Bob Keegan, Jessica Chou, Roberto Palella, Bob Keegan, Jessica Chou, Roberto Palella,

Sue ShandlerSue Shandler

February 2004

““Burning” QuestionsBurning” Questions

1.1. Is PSD a bilingual school?Is PSD a bilingual school?

2.2. At PSD, are ASL and English balanced?At PSD, are ASL and English balanced? Is there more emphasis on ASL?Is there more emphasis on ASL? Is there more emphasis on English?Is there more emphasis on English?

3.3. Are you bilingual in ASL and English?Are you bilingual in ASL and English?

LANGUAGE PLANNING AT PSDLANGUAGE PLANNING AT PSD

Summer 2004Summer 2004

Gallaudet Leadership Institute on Gallaudet Leadership Institute on Language Planning attended by: Marcia, Language Planning attended by: Marcia, Marsha, Val, Eva.Marsha, Val, Eva.

Focus on Bilingual Education. What does Focus on Bilingual Education. What does it mean? How is it used for Instruction?it mean? How is it used for Instruction?

GGallaudet allaudet LLeadership eadership IInstitutenstitute What was the purpose of this weeklong What was the purpose of this weeklong

workshop?workshop? The purpose was to in-service The purpose was to in-service

supervisors/administrators supervisors/administrators about bilingual education.about bilingual education.

This workshop was led by Steve Nover and staff This workshop was led by Steve Nover and staff of the Star Schools Project.of the Star Schools Project.

12 schools sent their respective teams to 12 schools sent their respective teams to participate in this program.participate in this program.

Both Deaf and Hearing staff attended.Both Deaf and Hearing staff attended.

What did we do during the week?What did we do during the week?

Our Process included:Our Process included: Lots of reading prior to arrivalLots of reading prior to arrival Mostly working in school teamsMostly working in school teams Analyzing our school mission statementAnalyzing our school mission statement Examining how we assessed languageExamining how we assessed language Identifying language and communication support Identifying language and communication support

servicesservices

We noted weakness in each of these areas.We noted weakness in each of these areas. All schools shared their findings with each other.All schools shared their findings with each other.

What we learned:What we learned:

The difference between dual language and The difference between dual language and bilingual programsbilingual programs

About 2About 2ndnd language issues and considerations language issues and considerations About hearing and Deaf bilingualismAbout hearing and Deaf bilingualism LOTS of research findings and remaining LOTS of research findings and remaining

questionsquestions About school-wide language and literacy About school-wide language and literacy

planning processesplanning processes Language planning done well takes (on average) Language planning done well takes (on average)

about about 7 years7 years to implement to implement

Action PlanAction Plan

Each school team was required to develop Each school team was required to develop an action plan.an action plan.

One team was selected to present their One team was selected to present their plan for approval.plan for approval.

PSD was chosen to present our plan!PSD was chosen to present our plan! Simulation with Jamie TuckerSimulation with Jamie Tucker We convinced him!! We convinced him!!

LANGUAGE PLANNING AT PSD LANGUAGE PLANNING AT PSD (cont.)(cont.)

FALL 2004FALL 2004

The Language Planning Group at PSD The Language Planning Group at PSD was formed to learn more about these was formed to learn more about these ideas and apply them to PSD. ideas and apply them to PSD.

GoalGoal

Develop a school-wide plan that aims to Develop a school-wide plan that aims to address instruction in both ASL and address instruction in both ASL and English in developmentally appropriate English in developmentally appropriate ways. ways.

WHO is in the group?WHO is in the group?

10 Staff members (5 Deaf, 5 Hearing)10 Staff members (5 Deaf, 5 Hearing) 4 participants of the summer institute:4 participants of the summer institute:

Marcia, Marsha, Val and EvaMarcia, Marsha, Val and Eva 3 classroom teachers (pre-school to high 3 classroom teachers (pre-school to high

school):school): Sue, Shannon, and JessicaSue, Shannon, and Jessica

1 representative of the speech team:1 representative of the speech team: Joyce Joyce 2 representatives of the ASL team:2 representatives of the ASL team: Bob and RobertoBob and Roberto

PROCESSPROCESS

1.1. Develop Hopes and DreamsDevelop Hopes and Dreams

Have a clear direction in terms of language Have a clear direction in terms of language development: which language to use, for what development: which language to use, for what purpose.purpose.

Be more intentional with language planning, Be more intentional with language planning, language use.language use.

Think about how we assess our kids.Think about how we assess our kids. Determine what we are doing well, what we Determine what we are doing well, what we

need to improve.need to improve.

PROCESS (cont.)PROCESS (cont.)

Be more clear in how we model language for Be more clear in how we model language for students – have a better understanding of our students – have a better understanding of our intentions behind our own use of language.intentions behind our own use of language.

Be more clear about what “bilingual education” Be more clear about what “bilingual education” means and how we will implement it; be more means and how we will implement it; be more intentional in our language use.intentional in our language use.

Tap each students’ prior knowledge to teach Tap each students’ prior knowledge to teach them language.them language.

PROCESS (cont.)PROCESS (cont.) Improve the balance between ASL and English Improve the balance between ASL and English

in how to use the languages; Becoming more in how to use the languages; Becoming more realistic with higher expectations.realistic with higher expectations.

Collaborate with other schools in an effort to Collaborate with other schools in an effort to promote a better understanding of language promote a better understanding of language development.development.

Find resources for teaching ASL. Look to other Find resources for teaching ASL. Look to other programs; don’t isolate ourselves.programs; don’t isolate ourselves.

PROCESS (cont.)PROCESS (cont.)

2. 2. Articles about bilingual education chosen from Articles about bilingual education chosen from the summer program were read and discussed the summer program were read and discussed by the group.by the group.

Partner ReadingPartner Reading: Before meeting as a group, : Before meeting as a group, designated partners (always a combination of designated partners (always a combination of hearing and deaf) meet to discuss the article of hearing and deaf) meet to discuss the article of the month and share perspectives.the month and share perspectives.

PROCESS (cont.)PROCESS (cont.)

Group MeetingsGroup Meetings: At least once a month the : At least once a month the group meets to share their views and discuss group meets to share their views and discuss the information in the articles. Lively discussions the information in the articles. Lively discussions always bring us back to how the information will always bring us back to how the information will help us provide the language environment at help us provide the language environment at PSD that will promote the best education for our PSD that will promote the best education for our students. students.

Intriguing Ideas We’ve Intriguing Ideas We’ve Learned So Far...Learned So Far...

1.1. Should we have a progressive languageShould we have a progressive language policy policy that varies across ages, developmental levels that varies across ages, developmental levels and grade levels?and grade levels?

2.2. What is semilingualism and how does it apply What is semilingualism and how does it apply to our students?to our students?

3.3. Can we use translanguaging to help support Can we use translanguaging to help support ASL and English development with our ASL and English development with our students? (Translanguaging: the input and the students? (Translanguaging: the input and the output are deliberately in different languages output are deliberately in different languages and this is varied from day to day.)and this is varied from day to day.)

Intriguing Ideas We’ve Learned Intriguing Ideas We’ve Learned So Far... (cont.)So Far... (cont.)

4.4. The various kinds of bilingualism...not The various kinds of bilingualism...not necessarily 100% fluent in both languages, necessarily 100% fluent in both languages, individual vs. societal bilingualism, both individual vs. societal bilingualism, both languages being underdeveloped, etc...languages being underdeveloped, etc...

5.5. Inner thinking as the 5th language competenceInner thinking as the 5th language competence6.6. How can we evaluate our students' general How can we evaluate our students' general

communicative competence? What are the 64 communicative competence? What are the 64 separate components to language proficiency?separate components to language proficiency?

Intriguing Ideas We’ve Learned Intriguing Ideas We’ve Learned So Far... (cont.)So Far... (cont.)

7.7. A person can have limited linguistic skills, but A person can have limited linguistic skills, but can be successful in communication in certain can be successful in communication in certain situations.situations.

8.8. Do we have balanced language planning in Do we have balanced language planning in the classrooms, and how can we to move our the classrooms, and how can we to move our students from BICS to CALP?students from BICS to CALP?

9.9. Bilinguals are often not equally proficient in Bilinguals are often not equally proficient in both languages - and are still considered both languages - and are still considered bilinguals. However, there are some folks who bilinguals. However, there are some folks who are balanced bilinguals. are balanced bilinguals.

Intriguing Ideas We’ve Learned Intriguing Ideas We’ve Learned So Far... (cont.)So Far... (cont.)

10.10. One topic of interest is the distinction between One topic of interest is the distinction between elective bilingualismelective bilingualism and and circumstantial circumstantial bilingualismbilingualism. Elective bilingual describes most . Elective bilingual describes most of the hearing staff here at PSD who have of the hearing staff here at PSD who have chosen to learn a second language without chosen to learn a second language without losing their first language, while circumstantial losing their first language, while circumstantial bilingual describes deaf students and deaf staff bilingual describes deaf students and deaf staff who are learning/have learned a second who are learning/have learned a second language in order to survive in the majority language in order to survive in the majority culture that surrounds them. Often the first culture that surrounds them. Often the first language for circumstantial bilinguals (such as language for circumstantial bilinguals (such as immigrants) is in danger of being replaced by immigrants) is in danger of being replaced by the second language.the second language.

Intriguing Ideas We’ve Learned Intriguing Ideas We’ve Learned So Far... (cont.)So Far... (cont.)

11.11. "Over time and place, an individual's two "Over time and place, an individual's two languages are never static but ever changing languages are never static but ever changing and evolving." (Baker, Chapter 1)and evolving." (Baker, Chapter 1)

12.12. Some of the comments on language Some of the comments on language separation, such as "it has often been argued separation, such as "it has often been argued that the 'one parent, one language' situation is that the 'one parent, one language' situation is one of the most effective patterns enabling one of the most effective patterns enabling childhood bilingualism to occur" are intriguing. childhood bilingualism to occur" are intriguing. (Baker, Chapter 13).(Baker, Chapter 13).

Intriguing Ideas We’ve Learned Intriguing Ideas We’ve Learned So Far... (cont.)So Far... (cont.)

13.13. "The amount of time allocated to each "The amount of time allocated to each language in the curriculum is important. ... but language in the curriculum is important. ... but more important is the purpose, manner and more important is the purpose, manner and method in which the two languages are used." method in which the two languages are used." (Baker, Chapter 13)(Baker, Chapter 13)

ConclusionConclusion

This will be an ongoing process, with This will be an ongoing process, with no easy answers. We hope to get no easy answers. We hope to get feedback from you that will help guide feedback from you that will help guide our work. When we look back at our our work. When we look back at our hopes and dreams, we would like to hopes and dreams, we would like to feel that we have made strides towards feel that we have made strides towards meeting them!meeting them!

““If we teach today like we taught If we teach today like we taught

Yesterday, we lose tomorrow.” Yesterday, we lose tomorrow.” ----Thomas Dewey Thomas Dewey