St. John’s International School Dual Language Program St. John’s International School 2016-17

How we have implemented our Dual Language Program: Thoughts about language learning Our program model and rationale Criteria for entrance Time to talk

Stand up if you are… Name Where you are from Where you work now Your interest in DL learning

Totally agree totally disagree More time spent in an English only program results in higher levels of achievement in English. Totally agree totally disagree

Fact Contrary to popular belief, beginning instruction in English earlier in elementary school and providing more instruction in English during the elementary school grades do not result in better outcomes in English for either native speakers of English or ELLs. (Genesee, 2004; Lindholm-Leary, 2010).

Fact Over 40 years of research and experience show time and time again that children can learn a second language at no cost to their first language development due to Common Underlying Proficiency. (Cummins 2011)

Bilingual code-mixing (the use of words or grammatical patterns from two languages in the same sentence or utterance) is a sign that a child is confused, is not acquiring language properly, and may even have a language impairment.

Fact Children code-mix for a number of reasons: They do not know a word in the language they are currently using but know it in their other language (“lexical gap filling”). There is no appropriate word in the language they are currently using but there is in their other language. It is an expression of their bilingual identity. (Genesee,2003)

How to Make Mint Tea Each table should choose one language other than English, and create an explanation of how to make a pot of mint tea.

What is Translanguaging? Translanguaging is the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential. Ofelia García (2009: 140)

Translanguaging is about communication, not about language itself Translanguaging is about communication, not about language itself. Testing the proficiency of children in a language must be kept separate from testing their proficiency in language. (Otheguy, García and Reid 2015: 299)

How have you seen your students use translanguaging in class?

Our DL Program Our program began in August of 2011 with two Pre-Kindergarten Teachers.

Our DL Program A new class was added each school year and will continue to be added through Grade 5 (2017-18) DLP Focus Group (2014-15)

The goal of the program is for all students to become bilingual and biliterate

Rationale for our program model and teaching practice Gradual Release Model Target Language for Academic Vocabulary Based on models described by researchers Dr. Leo Gomez, Dr. Elsie Hamayan, Dr. Fred Genesee and more…

Pre Kindergarten and Kindergarten   Pre-Kindergarten- Kindergarten Instructor Model Two homeroom teachers are in the classroom each day: 1 teacher modelling French 1 teacher modelling English Languages of Instruction across the curriculum All core subjects are taught in both French and English following the 50/50 Two Way Immersion Model. Single-subject classes are taught in French or English to align with the 50/50 Model: Physical Education Art (Kindergarten only) Music Library

Grades One-Three   Grade 1-Grade 3 Instructor Model Two teachers work with students on alternate days: 1 teacher modelling French 1 teacher modelling English Languages of Instruction across the curriculum In the homeroom classroom, curriculum is transdisciplinary. Unit of Inquiry learning experiences are primarily taught in French. French/English Language Arts: Wherever possible is integrated with the Units of Inquiry. Math is taught in English. Specialist subjects are taught in French or English to align with the 50/50 Model Physical Education Art Music Library Bridging the Two Languages Homeroom teachers bridge ideas across the languages through hands on activities including ICT lessons. In this way, students are given the opportunity to develop concepts, knowledge and skills in both languages of instruction. Hero!

Languages of Instruction across the curriculum Grade Four   Grade 4 Instructor Model One bilingual teacher instructs the class in both languages. Languages of Instruction across the curriculum In the homeroom classroom, curriculum is transdisciplinary. Unit of Inquiry learning experiences are taught in both French and English. French/English Language Arts: Wherever possible is integrated with the Units of Inquiry. Math is taught in English. Specialist subjects are taught in French or English to align with the 50/50 Model Physical Education Art Music Library

Rationale for adding French classes to our program model Pilot with Grade 3 in 2015-16 Positive results on all sides (parents, students, teachers) Creates better 50/50 balance in our school Integrates DLP with grade level peers Provides leveled language learning

Learning Support

Admission Process We recommend that students complete the full program (7 years) Activities in target language outside of school are actively encouraged

application interview Admissions Officer receives application for Dual Language Program Admissions Officer sends the application and parent contact information to DLP Leader application DLP Leader arranges a time to interview parents and student applicant (when appropriate) DLP Leader reviews the program model and goals of the DLP Interview questionnaire and parent contract are completed with the DLP Leader Testing is arranged as needed depending upon grade level of the applicant interview

Determining placement Pre-Kindergarten and Kindergarten Review of application, interview and signed parent contract by DLP Leader, ES Principal, and DLP Teachers (as needed). Grades 1-2 Review of application, interview and signed parent contract by DLP Leader, ES Principal, and DLP Teachers (as needed). In addition, language testing may be used to determine placement. Grade 3-5 Review of application, interview and signed parent contract by DLP Leader, ES Principal, and DLP Teachers (as needed). In addition, language testing and reading and writing samples will be used to determine placement.

What model does your school use?

Some things to consider Constant review and adaptation to meet best practice Class size Moving toward a sustainable model

Sources Center for Applied Linguistics http://www.cal.org/