research on english language development and implications for two-way programs kathryn...
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Research on English Language Development and Implications for Two-Way Programs
Research on English Language Development and Implications for Two-Way Programs
Kathryn Lindholm-Leary, Ph.D.Professor, San Jose State University
Rosa G. Molina, M.A.Executive Director, Two-Way CABE
TWBI National Conference, San Diego, CA July 2010
TWBI National Conference, San Diego, CA July 2010
PurposePurposePurposePurpose
ResearchResearch: language competence and second : language competence and second language learning – theory and TWI researchlanguage learning – theory and TWI research
Implementation/Best PracticesImplementation/Best Practices: implications : implications of research: research-based strategies for of research: research-based strategies for promoting English language development and promoting English language development and bilingual proficiencybilingual proficiency
Schematic of Language Competence
Schematic of Language Competence
Focus of ELD & ELAFocus of ELD & ELAEmbedded in stories or literature, but rarely taught
““Academic literacy includes the Academic literacy includes the reading, writing, reading, writing, and oral discourse skillsand oral discourse skills necessary to necessary to participate in a classroom discussion and in participate in a classroom discussion and in assignments. assignments. It may It may vary from subject area to vary from subject area to subject areasubject area and requires knowledge of multiple and requires knowledge of multiple genres of text, purposes of text, and text media. genres of text, purposes of text, and text media. It is influenced by students’ literacies in contexts It is influenced by students’ literacies in contexts outside of school and by students’ personal, outside of school and by students’ personal, social, and cultural experiences” (Short & social, and cultural experiences” (Short & Fitzsimmons, 2007) Fitzsimmons, 2007)
“It is not possible to ‘do’ science, ‘do’ economics, ’do’ mathematics with only ordinary language.” (Scarcella, 2003)
Academic LanguageDefinition
Academic LanguageDefinition
Once in a blue moonOnce in a blue moon
Put your money where your mouth is!
Have your cake & eat it too
Have your cake & eat it too
In hot water
Full of hot airFull of hot air
Cool
Lend a handLend a hand
That takes the cake
That takes the cakeWhat’s UP?What’s UP?
Money talks!Money talks!
2 heads are better than 1
Awesome
You’re full of it!
Monkey see, monkey do!
LOLLOL
Text meText me
HighHigh levels of full proficiency require at levels of full proficiency require at least least 5-7 years5-7 years of instruction - ELs & high of instruction - ELs & high level motivated government stafflevel motivated government staff
Improvement:Improvement:• beginning to middle levels of proficiency beginning to middle levels of proficiency
relatively rapidrelatively rapid• middle to upper levels of proficiency middle to upper levels of proficiency much much
slowerslower
Research1. How Long Does it Take?
Research1. How Long Does it Take?
Most Most second language learners in second language learners in foreign languageforeign language instruction do not instruction do not make it beyond Elementary or make it beyond Elementary or Intermediate levels of proficiencyIntermediate levels of proficiency
State-wide studies of CELDT data: State-wide studies of CELDT data: • Grades 3-6Grades 3-6: 42-47% of EL students Intermediate: 42-47% of EL students Intermediate
Research 2. How Much Oral Proficiency?
Research 2. How Much Oral Proficiency?
ResearchResearch3. 3. Is More English Better?Is More English Better?
ResearchResearch3. 3. Is More English Better?Is More English Better?
Dual language researchDual language research: More English does : More English does notnot lead to lead to
higher redesignation as R-FEP. higher redesignation as R-FEP. Redesignation rates in 90:10 as high as or higher than Redesignation rates in 90:10 as high as or higher than
50:50. 50:50.
Synthesis researchSynthesis research: ELLs in English-only programs had : ELLs in English-only programs had lowest proficiency in English.lowest proficiency in English.
Dual language and synthesis researchDual language and synthesis research: more Spanish: more Spanish in instructional day in instructional day higher levels of bilingualism, and higher levels of bilingualism, and
students who are more bilingual more likely to be students who are more bilingual more likely to be redesignated as R-FEPredesignated as R-FEP
Time-on-Task Time-on-Task more time spent in instruction in English more time spent in instruction in English more more proficiency in English.proficiency in English.
Listening & Speaking Proficiency – CELDT
Grades K-6 Native Spanish Speakers
Listening & Speaking Proficiency – CELDT
Grades K-6 Native Spanish SpeakersTWI ELLs make greater growth in listening/speaking and reading/writing than ELLs in English-only programs. By 6th grade, achieve at similar/superior levels.TWI ELLs make greater growth in listening/speaking and reading/writing than ELLs in English-only programs. By 6th grade, achieve at similar/superior levels.
Listening/SpeakingListening/Speaking Reading/WritingReading/Writing
English Language Proficiency (CELDT TOTAL)Percent R-FEP or Early Advanced/Advanced
Grades 4-8
English Language Proficiency (CELDT TOTAL)Percent R-FEP or Early Advanced/Advanced
Grades 4-8
Percent of TWI students fluent in English according to CELDT (RFEP, Early Advanced or Advanced):• grade 5, 92% • grade 6, 92% • grade 7, 90% • grade 8, 100%
92%92% 92%92%
36%36%
CELDT Total = listening, CELDT Total = listening, speaking, reading, speaking, reading, writingwriting
Research in TWI - Correlations Literacy & Language Proficiency
Within & Across Languages
Research in TWI - Correlations Literacy & Language Proficiency
Within & Across Languages
Correlations between: ELL EP CST ELA x Aprenda reading = .54*** .71*** CST ELA x CELDT overall = .40*** CST ELA x CELDT reading = .51*** Aprenda reading x Span oral prof = .37*** .57***
Correlations between: ALL English reading x Mandarin reading = .58***
English language proficiency related to English reading; Spanish language proficiency related to Spanish reading
Reading scores in English related to reading scores in Spanish
These data show – even in a 90:10 program, students can become highly proficient in English
Achievement in Spanish is related to achievement in English
Bilingualism – need to believe in and use Bilingualism – need to believe in and use knowledge of bilingual research to guide knowledge of bilingual research to guide program and curriculum development program and curriculum development around language in TWIaround language in TWI
Taking StockTaking Stock
ELs in TWI Show Higher Achievement Than ELs in Same School, District & State
ELs in TWI Show Higher Achievement Than ELs in Same School, District & State
By 6By 6thth grade, TWI current grade, TWI current EL students achieve at EL students achieve at higher levels than ELs in higher levels than ELs in English-only mainstream English-only mainstream programs. programs.
By 6By 6thth grade, TWI current grade, TWI current ELs do not reach English-ELs do not reach English-only (EO) students in only (EO) students in percent Proficient or percent Proficient or Advanced, but they score Advanced, but they score as high in percent Basic or as high in percent Basic or above.above.
This EL group does not This EL group does not include R-FEPsinclude R-FEPs
By 6By 6thth grade, TWI R-FEP grade, TWI R-FEP students achieve at students achieve at higher levels than R-FEPs higher levels than R-FEPs in English mainstream in English mainstream programs. programs.
By 6By 6thth grade, TWI R-FEPs grade, TWI R-FEPs far surpass EOs in far surpass EOs in percent Proficient or percent Proficient or Advanced, and in Advanced, and in percent Basic or above.percent Basic or above.
All R-FEP groups surpass All R-FEP groups surpass EO averages.EO averages.
R-FEPs in TWI Close Achievement Gap in English with English speakers!
R-FEPs in TWI Close Achievement Gap in English with English speakers!
Reading Achievement in EnglishReading Achievement in EnglishBy English Proficiency (CELDT) Level in By English Proficiency (CELDT) Level in
TWITWI
Reading Achievement in EnglishReading Achievement in EnglishBy English Proficiency (CELDT) Level in By English Proficiency (CELDT) Level in
TWITWI
Level of English proficiency has a significant effect on English reading achievement. Each group scores significantly different from other groups (except Early Adv ≈ Advanced & EP, Advanced ≈ RFEP & EP). RFEP>EP
Reading Achievement in Spanish Reading Achievement in Spanish By English Proficiency Level in TWIBy English Proficiency Level in TWIReading Achievement in Spanish Reading Achievement in Spanish
By English Proficiency Level in TWIBy English Proficiency Level in TWI
Level of English proficiency has a significant effect on Spanish reading achievement. However, only RFEP is significantly higher than some other groups. Beginners above average in Spanish reading.
Level of English Language Proficiencyby Background Characteristics
Level of English Language Proficiencyby Background Characteristics
English Proficiency
Level
Began Program
as:
Percent Male
Percent Low
Income
% Mom Education Low (HS or less) –
High (Coll Grad+)
Percent with Disability
Beginning
ELL
53% 79% 59% - 13% ✓✓ 17%
Early Intermediate 51% 84% 67% - 14% ✓✓ 11%
Intermediate50% 86% 58% - 10% 4%
Early Advanced38% 81% ✓ 51% - 23% 0
Advanced52% ✓ 71% ✓ 47% - 24% 0
RFEP53% ✓ 71% ✓ 35% - 20% ✓ 6%
EPEP 51% ✓ 58% ✓✓ 24% - 34% ✓ 6%
Implications of Research on ELD Implications of Research on ELD Implications of Research on ELD Implications of Research on ELD
Should my TWI program provide ELD?Should my TWI program provide ELD?
What does providing ELD mean in a bilingual What does providing ELD mean in a bilingual (TWI) program?(TWI) program?
Got benchmarks?Got benchmarks?
Should you have an ELD curriculum in a Should you have an ELD curriculum in a bilingual program?bilingual program?
Grouping during ELDGrouping during ELD
Implications of Research Implications of Research 1. Should my TWI program provide 1. Should my TWI program provide
ELD?ELD?
Implications of Research Implications of Research 1. Should my TWI program provide 1. Should my TWI program provide
ELD?ELD? According to Saunders & Goldenberg (2009), in a According to Saunders & Goldenberg (2009), in a
synthesis of the research on ELD: synthesis of the research on ELD:
Providing ELD instruction is better than not Providing ELD instruction is better than not providing itproviding it
• However, research basis slim and largely based on foreign However, research basis slim and largely based on foreign language learning with college and adult learnerslanguage learning with college and adult learners
Use a separate, daily block of time for ELD Use a separate, daily block of time for ELD instructioninstruction
• Research based largely on Research based largely on twotwo large studies of students – large studies of students – one in K, and one in grades 2-3.one in K, and one in grades 2-3.
Implications of Research Implications of Research 1. Should my TWI program provide 1. Should my TWI program provide
ELD?ELD?
Implications of Research Implications of Research 1. Should my TWI program provide 1. Should my TWI program provide
ELD?ELD?
Research in immersion – students do not develop Research in immersion – students do not develop HIGH levels of L2 proficiency, and lack vocabulary HIGH levels of L2 proficiency, and lack vocabulary breadth & grammatical accuracybreadth & grammatical accuracy
TWI students stuck at Intermediate TWI students stuck at Intermediate Focus on Focus on language development is too implicit and not language development is too implicit and not sufficiently explicitsufficiently explicit
Suggests need for ELD in TWI programsSuggests need for ELD in TWI programs
Implications of Research Implications of Research 2. What does providing ELD mean 2. What does providing ELD mean
in a bilingual (TWI) program?in a bilingual (TWI) program?
Implications of Research Implications of Research 2. What does providing ELD mean 2. What does providing ELD mean
in a bilingual (TWI) program?in a bilingual (TWI) program?
According to Saunders & Goldenberg (2009)According to Saunders & Goldenberg (2009)
ELD instruction should ELD instruction should explicitlyexplicitly teach teach elements of English (vocabulary, syntax, elements of English (vocabulary, syntax, grammar, conventions)grammar, conventions)
The ELD block can incorporate reading and The ELD block can incorporate reading and writing, but should writing, but should emphasize listening and emphasize listening and speakingspeaking
ELD instruction should ELD instruction should emphasize academic emphasize academic language as well as conversational languagelanguage as well as conversational language
Implications of Research Implications of Research 2. Providing Language Development 2. Providing Language Development
in a bilingual (TWI) programin a bilingual (TWI) program
Implications of Research Implications of Research 2. Providing Language Development 2. Providing Language Development
in a bilingual (TWI) programin a bilingual (TWI) program
Instruction ensures that learners: Instruction ensures that learners: develop both a develop both a rich repertoire of formulaic rich repertoire of formulaic
expressionsexpressions and a and a rules-based rules-based competencecompetence
focus predominantly on focus predominantly on meaningmeaning and also focus on and also focus on formform
Instruction needs to be predominantly directed atInstruction needs to be predominantly directed at developing implicit knowledgedeveloping implicit knowledge (unconscious, (unconscious, procedural) of the L2 while not neglecting explicit procedural) of the L2 while not neglecting explicit knowledge (rules learners can state)knowledge (rules learners can state)
Adapted from Ellis (2004)Adapted from Ellis (2004)
Cross-linguistic influences - Cross-linguistic influences - L1 skills and L1 skills and knowledge ELLs use to bootstrap into English knowledge ELLs use to bootstrap into English literacy (Riches & Genesee)literacy (Riches & Genesee)
phonological awareness in L1phonological awareness in L1 phonological phonological awareness in Englishawareness in English
knowledge of L1 soundsknowledge of L1 sounds English decoding & English decoding & spellingspelling
vocabulary skills in L1vocabulary skills in L1 English vocabulary (at least English vocabulary (at least complex vocabulary skills)complex vocabulary skills)
L1 grammarL1 grammar comprehension or production of English comprehension or production of English sentencessentences
Emergent or proficient L1 readers Emergent or proficient L1 readers acquire English acquire English literacy skills faster literacy skills faster
Literacy and Language DevelopmentLiteracy and Language DevelopmentLiteracy and Language DevelopmentLiteracy and Language Development
Implications of Research Implications of Research 2. 2. Providing Language Development Providing Language Development
in a bilingual (TWI) programin a bilingual (TWI) program
Implications of Research Implications of Research 2. 2. Providing Language Development Providing Language Development
in a bilingual (TWI) programin a bilingual (TWI) program
To develop high levels of bilingual proficiency, To develop high levels of bilingual proficiency, students need:students need:
ELD instructionELD instruction
SLD instructionSLD instruction
Not a monolingual approach: help students Not a monolingual approach: help students transfer skills across languagestransfer skills across languages
Implications of Research Implications of Research 3. Got Benchmarks? 3. Got Benchmarks?
Implications of Research Implications of Research 3. Got Benchmarks? 3. Got Benchmarks?
According to Saunders & Goldenberg (2009):According to Saunders & Goldenberg (2009):
ELD instruction should be planned and ELD instruction should be planned and delivered with specific language objectives in delivered with specific language objectives in mind.mind.
Got benchmarks? scope/sequence for each Got benchmarks? scope/sequence for each grade level in ELD and SLD?grade level in ELD and SLD?
How can you plan and deliver language objectives if How can you plan and deliver language objectives if you don’t know what you expect?you don’t know what you expect?
Promoting ELD/SLD ProficiencyPromoting ELD/SLD ProficiencyStandards & FrameworksStandards & Frameworks
Promoting ELD/SLD ProficiencyPromoting ELD/SLD ProficiencyStandards & FrameworksStandards & Frameworks
Standards/Frameworks provide a way of Standards/Frameworks provide a way of organizing instruction around a set of organizing instruction around a set of learning objectives related to listening, learning objectives related to listening, speaking, reading, writing at different speaking, reading, writing at different proficiency levelsproficiency levels ELD Standards – Look at these and use for planning
ELA Standards
Side by Side Side by Side (San Diego County Office of Education)(San Diego County Office of Education)
Blueprint & Sample CST ELA questions & CELDT Blueprint & Sample CST ELA questions & CELDT questionsquestions
List of vocabulary items (Marzano, Tennessee, Coxhead) List of vocabulary items (Marzano, Tennessee, Coxhead) in English & Spanishin English & Spanish
High frequency word list/Site word listHigh frequency word list/Site word list National Foreign/World Language Standards (ACTFL, National Foreign/World Language Standards (ACTFL,
California)California)
Promoting ELD/SLD/Bilingual Promoting ELD/SLD/Bilingual ProficiencyProficiency
Lesson PlanningLesson Planning
Promoting ELD/SLD/Bilingual Promoting ELD/SLD/Bilingual ProficiencyProficiency
Lesson PlanningLesson Planning
Content standard(s) to be addressed Language instruction
Structures/forms--parts of speech, grammar (word problems in math)
Frames/memorized chunks/formulaic language (“Where is the”, “A mi me gusta…”)
Vocabulary--bricks & mortar; high frequency, specialized vocabulary
Anticipatory set/Link to prior knowledge
Links across languages, where possible
Need more detail in both languages & specific language objectivesNeed more detail in both languages & specific language objectives
Language ObjectivesAccessible for Students
Implications of Research Implications of Research 4. 4. Do you need an ELD curriculum?Do you need an ELD curriculum?
Implications of Research Implications of Research 4. 4. Do you need an ELD curriculum?Do you need an ELD curriculum?
No ELD curriculum used in the schools has a research basis demonstrating its effectiveness, especially in a TWI/dual language program.
ELD curricula are designed for English learners in English mainstream/SEI programs, not for students learning through two languages.
However, helpful since most teachers do not However, helpful since most teachers do not have training in linguistics in English or Spanish. have training in linguistics in English or Spanish.
Use as resource AND ADAPT for TWIUse as resource AND ADAPT for TWI
Implications of Research Implications of Research 5. Grouping during ELD5. Grouping during ELDImplications of Research Implications of Research 5. Grouping during ELD5. Grouping during ELD
According to Saunders & Goldenberg (2009):According to Saunders & Goldenberg (2009): Interactive activities among ELs and between ELs and Interactive activities among ELs and between ELs and
proficient English speakers can be productive, but they proficient English speakers can be productive, but they must be carefully planned outmust be carefully planned out
According to Ellis (2004), successful language According to Ellis (2004), successful language learning requires:learning requires: extensive L2 inputextensive L2 input
opportunities for opportunities for L2 outputL2 output
opportunities to opportunities to interact in the L2interact in the L2
Grouping & opportunities for interaction Grouping & opportunities for interaction ESSENTIAL for language development!ESSENTIAL for language development!
Implications of Research Implications of Research 5. Grouping during ELD5. Grouping during ELDImplications of Research Implications of Research 5. Grouping during ELD5. Grouping during ELD
(Saunders & O’Brien, 2006): With (Saunders & O’Brien, 2006): With increased oral increased oral proficiencyproficiency in L2, students:in L2, students:
use more of L2 use more of L2 gains in L2 oral proficiency gains in L2 oral proficiency
interact more frequently with speakers of L2 interact more frequently with speakers of L2 more opportunity to use L2more opportunity to use L2
use more complex language learning strategies, use more complex language learning strategies, particularly strategies that enable them to interact particularly strategies that enable them to interact with others and monitor their own and others’ with others and monitor their own and others’ language uselanguage use
display wider range of language skills, including display wider range of language skills, including skills associated with academic uses of language skills associated with academic uses of language (e.g., higher level question forms & definitional (e.g., higher level question forms & definitional skills)skills)
Implications of Research Implications of Research 5. Grouping during 5. Grouping during
Differentiated vs. Whole ClassDifferentiated vs. Whole Class
Implications of Research Implications of Research 5. Grouping during 5. Grouping during
Differentiated vs. Whole ClassDifferentiated vs. Whole Class According to Saunders & Goldenberg (2009):According to Saunders & Goldenberg (2009):
Group ELs carefully for ELD instruction by language Group ELs carefully for ELD instruction by language proficiency.proficiency.
• However, they note this is a guideline applicable to ELD However, they note this is a guideline applicable to ELD but but grounded in non-EL grounded in non-EL research research
In TWI, if ELs always grouped for ELD, when do they In TWI, if ELs always grouped for ELD, when do they practice English with EOs and get native speaker role practice English with EOs and get native speaker role models? Two-way means they learn from each other.models? Two-way means they learn from each other.
Yet, some differentiated is probably helpful to provide Yet, some differentiated is probably helpful to provide explicit instruction tailored to their level of proficiency.explicit instruction tailored to their level of proficiency.
No research on whether ELs should not be grouped No research on whether ELs should not be grouped with ELs in SEI or English mainstream. Since ELD in with ELs in SEI or English mainstream. Since ELD in TWI should look different (bilingual approach, transfer), TWI should look different (bilingual approach, transfer), might need to have separate groups for students in might need to have separate groups for students in TWI and SEITWI and SEI
Conclusions Conclusions
Saunders & Goldenberg (2009): “In sum, we have a relatively small corpus of research to draw upon to guide the design and delivery of K-12 ELD instruction.”
Second language learners have a Second language learners have a bilingual reservoir bilingual reservoir they they can draw on to assist with second (and first) language can draw on to assist with second (and first) language development and literacydevelopment and literacy
In TWI and other research, In TWI and other research, bilingual proficiency – not bilingual proficiency – not just English proficiency – just English proficiency – associated with associated with higher levels higher levels of English language development and higher levels of English language development and higher levels of achievementof achievement
Need to design ELD AND SLD for students in Need to design ELD AND SLD for students in bilingual (TWI) programs – taking advantage of and bilingual (TWI) programs – taking advantage of and further developing their bilingual reservoirfurther developing their bilingual reservoir