A Dual-Language Model for Higher Education

Hispanic Association of Colleges and UniversitiesPhoenix, 2005

Dr. Carmen L. LamboyProf. Luis ZayasDr. Luis BurgosSistema Universitario Ana G. Mendez

Objectives• Analyze the need for Accelerated Dual Language

education• Discuss the characteristics of the Accelerated Dual

Language model• Share the experience of the implementation &

assessment of the Accelerated Dual Language model• Present services and opportunities to establish

Accelerated Dual Language programs

Who we areAna G. Méndez University System

School for Professional StudiesAccelerated Learning Program

Dual Language Accelerated Learning

The Need for Accelerated Dual Language Education

• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020

Why is Accelerated Dual Language Education Important?

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Purchasing power of Latinos has reached

$700,000 million (US Hispanic Chamber of Commerce)

• Globalization and international trade– Free trade agreements between the United

States and Latin America (México, Chile, Central America, Dominican Republic)

Why is Accelerated Dual Language Education Important?

• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that they make an

average of $7,000 more annually

Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE

Why is Accelerated Dual Language Education Important?

• Latinos represent 15% of the US population-–Only 10% of university students

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?

• Latino adults have significantly lower university level attainment.

46.4

60.3

10.6

28.1

0

10

20

30

40

50

60

70

High School,Some College

Bachelors orHigher

LatinosNon- Latino

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Latino mastery of the English language

affects access to higher education– 18% of US population speak a language other

than English at home• 60% of them speak Spanish

– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not

speak English “very well” (49%)US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Financing higher education becomes an

access issue for Latino adults– Lower income forces adults to work full time– Those who study must do so part time

• 51% of Latinos are part time university students compared to 45% of non-Latinos*

*Institute for Higher Education Policy, 2005

Why is Accelerated Dual Language Education Important?• Conclusion

– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:• Enhancing English skills• Flexible scheduling to combine work, study and

personal responsibilities

Characteristics of the Accelerated Dual Language Model

AcceleratedAdapted from Regis University Model

Basic Characteristics

Accelerated vs Traditional

Traditional3 Sessions

1st Semester

16 1616

2nd Semester Summer

Aug AugMayMayJanDec

Weeks Weeks Weeks

Accelerated9 Sessions

5 55 555 55 5

Weeks Weeks Weeks

Aug Dec Jan May May Aug

Classes meet once a week for 4 hours

Accelerated•9 enrollment opportunities

•Students concentrate on two classes at a time

•Students can take up to 18 credits per semester

•Scheduling flexibility during the semester

Traditional•3 enrollment opportunities

•Students must work with 6 courses at once

•18 credits requires daily attendance

•Cannot stop-out during the semester

Accelerated vs Traditional

Modules - Study Guides

• All registered students have access to their class module

• The module serves as a study guide which allows facilitators and students to plan and make better use of their time

• Include course objectives, expectations, activities and assignments

Recognition of Prior Learning No time limitation on transfer of

credits Except courses with high technology or

psychomotor skills

Recognition of studies in foreign countries (credits and degrees)

Credit for Prior Learning Credit by exam Portfolios

Dual Language

Theoretical Background

Bilingualism

Additive Bilingualism

Subtractive Bilingualism

Dual LanguageImmersion

Transitional

1st Model 2nd Model

Bilingual Alternatives

Why Dual Language and not Transitional?

• Cultural alienation and uncertainty often result in transitional programs. (Valdes, n.d.).

• Additive models develop social and academic language. (Krashen, 1991; Sosa, 1993; Genesee, 1987; Harley, et al., 1990).

Why Dual Language and not Transitional?

• Dual Language Programs are effective in developing academic competence in all of the students.

• Additive programs demonstrate academic progress and fluency in both languages. (Lindholm and Gavlek, 1994)

Why Dual Language and not Transitional?

• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to real-life

goals– includes experiential or hands-on activities– spirit of collaboration and peer interaction

Our ModelDual Language Discipline Based

Immersion Program

Our Mission - Our Model

ProfessionalProficiency

Fluency•Social•Personal

Use of both languages and both cultures for professional proficiency.

L2L1

Definition• A Dual Language

Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.

Confidently

Conceptual Interpersonal Communication

Professional Competencies

SKILLS

Language

Professional CompetenciesConceptual Skills:

1. Generate Ideas2. Create Projects3. Analyze/Interpret

Data4. Critical Thinking5. Synthesis

Professional CompetenciesLanguage Skills:

1. Spelling & Grammar2. Translates3. Summarizes Information4. Use of Varied

Vocabulary5. Technical Jargon6. Reads & Understands

Professional CompetenciesCommunication Skills:

1. Making Coherent Presentations (reports, proposals)

2. Support Opinions3. Express Ideas

(hypothetical & situational)

Professional Competencies

Interpersonal Skills1. Team-work 2. Interpersonal

Interaction

Conceptual Skills #1 Generate ideas

A DLP will generate ideas in order to solve problems

effectively

After analyzing two classroom situations- one in

English and one in Spanish- the students will

develop strategies and action plans in the corresponding language

MA ESOL – Generate Ideas

Five Basic Elements

1. Development of both languages through coursework

• Undergraduate requirements of 12 credits both languages

• Four-level language development sequence:– Immersion (Non-credit): little or no language skills

– Developmental (Credit, not required): language skills not at college level

– First year (Credit, required): first year college requirement

– Second year (Credit, required): reading and writing skills needed by the dual language professional

English:Accuplacer (College Board): selection of items

targeted to model’s language curriculum

2. Placement testing - Computerized testing for immediate grading and data collection

2. Spanish: SUAGM Placement test for native speakers S-CAPE for Spanish as a Second Language Speakers

3. Use of both languages in all content courses

• Strictly follow 50/50 formula

• Modules– Specify language to be used in each workshop,

assignments and evaluations

– General information in both languages

– Workshops in the language that will be used in that workshop

3. Use of both languages in all content courses

• Faculty MUST use Monolingual Delivery

• “Sheltered environment” for students– May ask questions in language of choice but will

get answers in workshop language

– Assignments and evaluations MUST be in the language specified

4. Computerized language lab for skill development

• Open lab for language and basic skills development

• Faculty may arrange to bring their classes

• Exercises developed in-house complemented by other software

5. Bilingual faculty and staff• Staff speaks, reads and writes both languages

• All faculty is bilingual, including those teaching language courses

• Faculty and staff model a dual language professional and provide “sheltered environment”

• Continuous Professional Development

The Orlando Experience

Activities, Accomplishments and Lessons Learned

Metro Orlando University Center(MOUC)

• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)

• Enrollment growth – 152 - Academic year 2003– 626 – Academic year 2005

Student Profile• Female (78%)• Age: 25-29 yrs. (26%) 40 > (23%) Average: 33 yrs. old• Family Size: 2-3 members (52%)• Single (57%)• Family Income: $25,000> (68%) Average: $47,629

Metro Orlando University Center(MOUC)

• Faculty– 121 Certified bilingual facilitators– 80 certified as Module Preparation Specialists– Professional Development 2003-2005:

• 42 sessions• 828 attendees

• 301 bilingual modules

Assessment: A Research Model for Program Effectiveness

Assessment Components• Student Representative Meetings• End of Course Evaluations• External Peer Reviews• Language Placement Testing and Post-testing • Student Achievement of Program Objectives

(Midpoint and Capstone Courses)• Continuous Assessment of Program Activities

(Evaluation of Staff and Faculty Development)• Evaluation of Student Portfolios

Student Representative Meetings • Three meetings held (one per part-of-term)• Focus groups to gather student feedback• Response to student feedback:

– Workshops offered in study skills and computers– Library hours extended– Tutorial services offered (English, Mathematics,

Spanish, and Accounting)– Faculty development– Others

End of Course Evaluations 2005

End-Of Course Evaluations• Student Satisfaction Survey• Completed every 5 weeks • Scale:

– A Totally Agree– B Agree– C Partially Agree– D Disagree– F Totally Disagree

• Reported in percentages

5561

2526

128

4 3 4 20

10

20

30

40

50

60

70

A B C D F

MODULESRESOURCES

Instructional Resources

8795 94

93

3 2 1 1 1 0 0 1 1 2

0102030405060708090

100

A B C D F

ClassManagementGroupInteractionsStudentEvaluation

Faculty and Classroom

1159

84

ABCDF

Facilities

90

71 1 1

ABCDF

Self-Evaluation Language Confidence

External Peer ReviewsAnnual Review by Regis University ColleaguesVisits by Middle States Accreditation Teams

Regis UniversityDecember 2004

• “The bilingual immersion model of MOUC is in place with both the English and Spanish languages in all curriculum and in-class facilitation conducted by faculty and students.”

• “It is certain that MOUC will surely serve as a model to other bilingual programs developed in the future by institutions around the world, and great diligence is being given to the collection, measurement, and study of program model data.”

Middle StatesMarch 2005

• “The AHORA program is provided to students and at

Orlando there is an important Dual Language Program

for Adults that serves the need of the population and the

community that they serve. As is evident in Puerto Rico,

the Orlando branch has a dedicated, hard working

faculty and staff committed to the student body it serves.

The faculty and staff are qualified and bilingual and the

branch is headed by a strong, qualified administrative

team.”

Language Placement Testing • 759 tests administered through ACCUPLACER

1st. Year English 479 (63%) Developmental I 96 (13%)

Developmental II 67 ( 9%) Immersion 117 (15%)• 652 tests administered through UT Placement

Test 1st. Year Spanish 206 (32%)

Developmental I 446 (68%)• 10 tests administered through S-CAPE

1st. Year Spanish 10 (100%)

Student Achievement of Program Objectives

(Midpoint and Capstone Courses)• Faculty experts prepare assessment

instruments that measure achievement of program objectives in both languages

• Instruments will be administered to students and program mid-point and capstone courses

• Pilot in three program mid-points in 2006

32 Graduates – June 200532 Graduates – June 2005

What is AGMUS Ventures?

WHO ARE WE?WHAT DO WE DO?

What is AGMUS Ventures?• Joint venture of Ana G. Méndez University System

(Puerto Rico) and Regis University (Colorado)• AGMUS Ventures created to develop educational

services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin America

Services and products

• Develop new sites for implementation of dual language education model

• Provide administrative services for institutions wanting to develop this model at their sites

• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others

• Develop materials needed for implementation of the model

Contact InfoCarmen Lamboy, lamboy@suagm.edu

Luis Zayas, ue_lzayas@suagm.eduLuis Burgos, lburgos@suagm.edu

Metro Orlando University Center(407) 207-3363

5601 S. Semoran Blvd.Orlando, FL 32822