Transcript Slide 1

DUAL LANGUAGE RESEARCH:
EFFECTIVE PRACTICES FOR
PROMOTING BILINGUALISM
Dr. Frank Lucido, Associate Professor
Texas A&M University-Corpus Christi
Leticia Castaneda, Assistant Director
Institute for Second Language Achievement
Texas A&M University – Corpus Christi
RESEARCH STUDY
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University research grant provided by Texas A&M
University-Corpus Christi
Eight (8) school districts/five (5) states included in study
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Albuquerque, New Mexico Independent School District
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East San Jose Elementary School
Chicago, Illinois Independent School District
 Darwin Elementary School
 Rachel Carson Elementary School
 Josiah L. Pickard Elementary School
 Anderson Elementary School
 Inter-American Magnet School
El Paso, Texas--Ysleta Independent School District
 Alicia Chacón Elementary School
Research Study
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Canutillo, Texas Independent School District
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Houston, Texas Independent School District
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Francis Scott Key Elementary School
Hidalgo, Texas Independent School District
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Gary L. Herod Elementary School
Arlington, Virginia Independent School District
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Canutillo Elementary
Jose Damian Elementary
Kelly Elementary School
Napa, California Independent School District
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Napa Language Academy
Campus Leadership Practices
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Campus leadership committed to bilingualism
and bilingual education.
Administrator learned research and applied
program: 1st year/one grade, 2nd year two
grades, etc.
Administrator informs community.
Administrator keeps school in district eye with
representation at board meetings and other
district functions.
Campus Leadership Practices
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Administrator ensures compatible planning
partners, and facilitates schedules with
sufficient time for planning.
Administrator allows time for both vertical and
horizontal team planning.
Administrator facilitates parent attendance,
transportation to training.
Administrator protects the integrity of
program, i.e.: no new 4th graders added, etc.
Campus Leadership Practices
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Administrator treats teachers as participants;
teachers are invested and empowered.
Administrator facilitated smooth program
implementation with parent support after staff and
community disagreed on which program model to
implement (50/50 or 90/10).
Administrator facilitates staff training and
development (staff in-service/attendance to NABE,
CABE, etc.)
Administrator is committed to program staffing (a
key to program success).
District Leadership Practices
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School-wide Title VII funds applied for/or
made available
District commitment to second language
learning and bilingualism
Provision of district level position(s) to
support dual language programs
Superintendent supportive, i.e.: teacher visas
Enthusiasm for program; support for teacher
needs
District Leadership Practices
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District-wide training in dual language
research and program implementation (the
only such program in the United States is in
Chicago
District provides two (2) teachers and one (1)
aide per school
District provides funds for materials
District establishes a Department of
Language, Culture, and Early Childhood
Program Characteristics
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Spanish as L2: instruction for all students
(SFL “immersion” program)
Spanish literacy integrated through content
Program phased in gradually
High level of development of Spanish
language use required by bilingual teachers
to facilitate production
Planned and practiced student presentations
in L1 and L2 for all students
Program Characteristics
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No one model of implementation was prevalent
among the schools visited but whatever the model it
was respected
Team teaching is used with teachers working in their
area of expertise or preferred language
Clear language division: one (1) day English/ one (1)
day Spanish or other appropriate models were
observed
Program begins with Prekindergarten level
Teacher preparation and planning facilitates stability
of program
Program Characteristics
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Heterogeneous grouping for instruction
Administrators, teachers, and staff believe in
children as language learners
Some language pairing in environmental
literacy
Tutoring before or after school at least twice
weekly
Continuous assessment of language
development in both languages
Program Characteristics
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Continuous assessment of program goals and
outcomes
Adequate materials in both English and Spanish
languages
Certified administrators and bilingual teachers
Continuous professional development for
administrators and teachers
Adequate library materials in both English and
Spanish
Support staff is also supportive of dual language
program
Effective Classroom Practices
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Separation of both languages during
instruction
Commitment to consistency in
implementation of model of dual language
Language assessment of practices in both
languages are consistent
Continuous vertical and horizontal planning
Positive and warm classroom climate
Effective Classroom Practices
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Literacy rich classroom environment in both
languages
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Teachers committed to bilingualism and dual
language program
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Thematic instruction and integration of curriculum
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Student-centered learning with “hands-on—mindson” activities
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Learning centers evident in early childhood
classrooms
Effective Classroom Practices
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Integration of culture into the curriculum
Flexible grouping for instruction in English
and Spanish
Incorporation of various language learning
strategies, such as Language Experience
Approach, Total Physical Response, and
Natural Approach to Language Development
Instruction is developmentally appropriate
with rich comprehensible input
Effective Classroom Practices
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Balanced approach to literacy development
with incorporation of literature in both
languages, phonics, and whole language
strategies
Technology incorporated into the curriculum
A wide assortment of classroom materials in
both languages
Certified and well-trained faculty with little or
no mobility
Effective Teacher Practices
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Belief in the philosophy of a dual language program
Passionate and dedicated to the philosophy of the
school
Collaborative and work as a “united” team; support
each other
Plan in vertical and horizontal teams
True to the language being taught
Choose to teach in a dual language environment
Effective Teacher Practices
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High emphasis on literacy in both languages
Continued assessment in both languages (to
individualize instruction)
Variety of “hands-on—minds-on” activities used in
instruction
Variety of instructional strategies are used (i.e.:
center instruction, cooperative groupings, thematic
units, thinking maps)
Instruction is data-driven
Technology integration
Effective Teacher Practices
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Student-centered classroom (“stress free”
environment)
Quality instruction resulting from hiring of
quality teachers
Instructional practices are revisited with new
teachers
Characteristics of Parents
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Commitment to program (low mobility)
Political action facilitated repeal of English only bill
Community buy-in essential to program success:
parents voted in program and kept informed of
practice
Parents in classrooms assisting with instruction
Parents participate in classes (i.e.: GED/ESL,
parenting skills, arts & crafts, story writing)
Parents provide instructional support after training
by filling in classrooms when teachers are in
training. Some parents provide cultural training.
Characteristics of Parents
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Literacy materials sent home with parent for home
practice; parents help students at home
Monthly meetings with parents and teachers
Parent computer training; take home computer
programs
Fund raisers for program materials
Parent literacy focus
Parent Commitment Contract required by school
Parents as full time volunteers (i.e.: 20 school wide)
Questions
Contact Information
Dr. Frank Lucido
Associate Professor
College of Education
[email protected]
Leticia Castaneda
Assistant Director
Institute for Second Language Achievement
[email protected]