Post on 28-Nov-2014
description
INTRODUCTION TO DUAL LANGUAGE PROGRAMS Presenter: Cheryl Urow, M.Ed. Illinois Resource Center curow@cntrmail.org www.thecenterweb.org/irc
Thursday, February 20, 2014 3:30 – 5:00 p.m.
Welcome to the Webinar: Introduc)on to Dual Language Programs
• Make sure you have logged in using this format: – first and last name, (district/organizaQon)
• Check speakers • Find “raised hand” icon – explore opQons • Chat feature
While we are wai9ng to begin, you may use this 9me to…
Webinar: Introduc)on to Dual Language Programs
• Overview of current research in dual language educaQon
• Dual language program non-‐negoQables • Review of resources to support dual language program planning and implementaQon
Note on Webinar Evalua9on & CPDU • A link to the Survey Monkey evaluaQon will be shared at the end of the webinar.
• You will only be able to access the evaluaQon once. Once you have entered the survey, please complete it within one session. It should only take 1-‐10 minutes.
• Once you have completed the evaluaQon, you will be directed to the CPDU form that you may keep for your records as proof of your parQcipaQon in the webinar.
Agenda
• IntroducQons • Dual language: DefiniQon and Research
• Dual language non-‐negoQables • ConsideraQons for developing a dual language program
• Webinar closure and evaluaQon
Pause to… • Reflect • Weigh in on a Poll • Respond to a QuesQon:
– Raise hand – Agree/Disagree
• Join in on Chat: – Share an Insight – Pose a QuesQon
Agenda
• IntroducQons
Dual Language: Defini9on and Research
English Language Learners in US public schools… English as a Second Language (TPI)
• Self contained – sheltered English classrooms
• Pull-‐out or push-‐in • May use some of the non-‐English language
• Only for ELLs
Bilingual Educa9on (TBE)
• Explicit and planned use of BOTH the non-‐English language and English
English Language Learners in US public schools… English as a Second Language (TPI)
• Self contained – sheltered English classrooms
• Pull-‐out or push-‐in • May use some of the non-‐English language
• Only for ELLs
Bilingual Educa9on (TBE)
• Explicit and planned use of BOTH the non-‐English language and English
Bilingual Educa9on -‐ Explicit and planned use of BOTH the non-‐English language and English Green Program Blue Program
Bilingual Educa9on -‐ Explicit and planned use of BOTH the non-‐English language and English Green Program Blue Program
Bilingual Educa9on -‐ Explicit and planned use of BOTH the non-‐English language and English Green Program Blue Program The goal for the students in the program is high levels of bilingualism and biliteracy
Green Program Blue Program The goal of the program is high levels of bilingualism and biliteracy
The goal for the students in the program is high levels of English language proficiency and English literacy
Bilingual Educa9on -‐ Explicit and planned use of BOTH the non-‐English language and English
Green Program Blue Program The goal of for the students in the program is high levels of bilingualism and biliteracy
The goal for the students in the program is high levels of English language proficiency and English literacy
The program provides at least 50% of daily instrucQon in Spanish (up to 90%) beginning in K and conQnuing through at least 5th grade.
Green Program Blue Program The goal of the program is high levels of bilingualism and biliteracy
The goal of the program is high levels of English language proficiency and English literacy
The program provides at least 50% of daily instrucQon in Spanish (up to 90%) beginning in K and conQnuing through at least 5th grade.
The program provides instrucQon in Spanish for a limited amount of Qme, moving toward majority English instrucQon.
Green Program Blue Program The goal of the program is high levels of bilingualism and biliteracy
The goal of the program is high levels of English language proficiency and English literacy
The program provides at least 50% of daily instrucQon in Spanish (up to 90%) beginning in K and conQnuing through at least 5th grade.
The program provides instrucQon in Spanish for a limited amount of Qme, moving toward majority English instrucQon.
The program is open to all students, and includes students of a wide range of academic and linguisQc abiliQes in both English and Spanish
Green Program Blue Program The goal for the students in the the program is high levels of bilingualism and biliteracy
The goal for the students in the the program is high levels of English language proficiency and English literacy
The program provides at least 50% of daily instrucQon in Spanish (up to 90%) beginning in K and conQnuing through at least 5th grade.
The program provides instrucQon in Spanish for a limited amount of Qme, moving toward majority English instrucQon.
The program is open to all students, and includes students of a wide range of academic and linguisQc abiliQes in both English and Spanish
The program is only open to students with a very specific linguisQc profile
Green Program Blue Program The goal of the program is high levels of bilingualism and biliteracy
The goal of the program is high levels of English language proficiency and English literacy
The program provides instruc9on in both English and Spanish beginning in Pre-‐K and conQnuing through at least fich grade (or will roll up to at least fich grade in the future)
The program provides instrucQon in Spanish for a limited amount of Qme, moving toward instrucQon in English only
The program is open to all students, and includes students of a wide range of academic and linguisQc abiliQes in both English and Spanish
The program is only open to students with a very specific linguisQc profile
What is a name for the blue
program?
What is a name for the green
program?
Dual Language Transitional Bilingual Ed.
The goal for the students in the the program is high levels of bilingualism and biliteracy
The goal for the students in the the program is high levels of English language proficiency and English literacy
The program provides at least 50% of daily instrucQon in Spanish (up to 90%) beginning in K and conQnuing through at least 5th grade.
The program provides instrucQon in Spanish for a limited amount of Qme, moving toward majority English instrucQon.
The program is open to all students, and includes students of a wide range of academic and linguisQc abiliQes in both English and Spanish
The program is only open to students with a very specific linguisQc profile
Source: Howard, E.R.; Olague, N.; Rogers, D. (2003) The Dual Language Program Planner: A Guide for Desiging and Implemen9ng Dual Language Programs. Washington, DC: Center for Research on EducaQon, Diversity & Excellence.
Source: Howard, E.R.; Olague, N.; Rogers, D. (2003) The Dual Language Program Planner: A Guide for Desiging and Implemen9ng Dual Language Programs. Washington, DC: Center for Research on EducaQon, Diversity & Excellence.
Dual Language
Two-‐Way Immersion
Developmental Bilingual One-‐Way Immersion Late Exit Bilingual Educa9on
Dual Language
Two-‐Way Immersion • ELLs from the same non-‐English language group
• Heritage language speakers of the non-‐English language
• Non-‐ELLs • Other ELLs
One-‐Way Immersion • ELLs from the same non-‐English language group
• Heritage language speakers of the non-‐English language
Poll
• What kind of dual language program best describes your current or planned program?
Dual Language
Two-‐Way Immersion • ELLs from the same non-‐English language group
• Non-‐ELLs • Heritage language speakers of the non-‐English language
• Other ELLs
One-‐Way Immersion
• ELLs from the same non-‐English language group
• Heritage language speakers of the non-‐English language
Dual Language: Defini9on and Research
Dual Language
Two-‐Way Immersion
Developmental Bilingual One-‐Way Immersion Late Exit Bilingual Educa9on
One way or two way?
• First, tell me a liWle bit about the ELLs in your district.
One way or two way? • What non-‐English language(s) do the ELLs in your district speak?
Poll
• What kind of dual language program fits your school or district?
Thomas & Collier, Fuente Press, Dual Language Education of New Mexico
Educating English Learners for a Transformed
World
Dual Language Education for a Transformed
World
Thomas & Collier, Fuente Press, Dual Language Education of New Mexico
Educating English Learners for a Transformed
World
Dual Language Education for a Transformed
World
www.dlenm.org
Dual Language Non-‐Nego9ables
Dual Language Program Non-negotiables
• A minimum of 50% to a maximum of 90% of daily instruction in the non-English language (Spanish, Japanese, Mandarin Chinese, etc.) for all students.
• K-5th grade, with K-12 encouraged
Poll • Which language alloca9on plan best describes your dual language program?
Dual Language Program Non-negotiables
• A minimum of 50% to a maximum of 90% of daily instruction in the non-English language (Spanish, Japanese, Mandarin Chinese, etc.) for all students.
• K-5th grade, with K-12 encouraged • Strategic separation of languages on the
part of the instructor – no translation
K 1 2 3 4 5 6 7 8
80%
20%
80/20
ENGLISH
ESPAÑOL
Escuela X
50% 50% 50% 50% 50% 50/50
OTHER THAN ENGLISH
50% 50% 50% 50%
50% 50% 50% 50% 50% 50% 50% 50% 50%
80%
20% 30% 40% 40%
50%
70% 60% 60% 50%
50%
50% 50% 50%
50%
50%
What content is taught in English at which grade level?
K 1 2 3 4 5 6 7 8
80%
20%
80/20
ENGLISH
ESPAÑOL
Escuela X
50% 50% 50% 50% 50% 50/50
OTHER THAN ENGLISH
50% 50% 50% 50%
50% 50% 50% 50% 50% 50% 50% 50% 50%
80%
20% 30% 40% 40%
50%
70% 60% 60% 50%
50%
50% 50% 50%
50%
50%
What content is taught in English at which grade level?
What content is taught in Spanish at which grade level?
Caslonpublishing.com
Dual Language Program Non-negotiables
• A minimum of 50% to a maximum of 90% of daily instruction in the non-English language (Spanish, Japanese, Mandarin Chinese, etc.) for all students.
• K-5th grade, with K-12 encouraged • Strategic separation of languages on the
part of the instructor – no translation
Dual Language Programma9c Considera9ons
• One-‐way or two-‐way • Language alloca9on • Content alloca9on • Staffing and professional development • Students • Ini9al literacy instruc9on • Materials • Assessment
Dual Language Instruc9on from A to Z: Prac9cal Guidance for Teachers and Administrators -‐ Hamayan, Genesee, Cloud, 2013
June 23-‐27, 2014 Arlington Heights, IL curow@cntrmail.org
June 23-‐17, 2014 Arlington Heights, IL curow@cntrmail.org www.thecenterweb.org/irc -‐ more informaQon -‐ summer insQtutes
La Cosecha Conference • November 19-‐22, 2014 • Santa Fe, NM • www.dlenm.org • Dual language conference, including one-‐way and two-‐way programs from around the United States
Statewide Conference for Teachers Serving Linguis9cally and Culturally Diverse Students • Dec 9-‐12, 2014 • www.thecenterweb.org/irc • Oak Brook, IL • Dual Language-‐focused sessions each day
• Special Dual Language evening plenary session
Thank you for your parQcipaQon! Please complete the evaluaQon
• You will only be able to access the evaluaQon once. Once you have entered the survey, please complete it within one session. It should only take 1-‐10 minutes.
• Once you have completed the evaluaQon, you will be directed to the CPDU form that you may keep for your records as proof of your parQcipaQon in the webinar.
hWps://www.surveymonkey.com/s/K29FJG6
Cheryl Urow curow@cntrmail.org
Illinois Resource Center
http://www.thecenterweb.org/irc/ (224) 366-8555
Thank you!