Two-Way Bilingual Immersion Improving Educational Opportunities for All Students California Department of Education Language Policy and Leadership Office

Program History Began in 1960s in Dade County Florida with the influx of Cuban refugees Private bilingual schools formed to develop bilingualism for Cuban refugees English speaking families began enrolling their children California Department of Education Language Policy and Leadership Office

Program History Two-Way Programs began in California between –Public school programs established in San Francisco San Jose Windsor Santa Monica-Malibu Oakland California Department of Education Language Policy and Leadership Office

Nationally and in California In the nation –329 programs in 29 states + D.C. (Center for Applied Linguistics 2006) In California –197 programs –89 districts –5 languages (California Department of Education Language Policy Office 2006) California Department of Education Language Policy and Leadership Office

Two-Way Bilingual Immersion Definition A program that develops bilingualism and biliteracy in English and a second language by integrating English learners (Els) with English speakers (proficient in English) California Department of Education Language Policy and Leadership Office

Definition Target language(other that English) is used for minimum of 50% of the time English is used for minimum of 10% of time Instruction in and through both languages Periods in which only one language is used at a time Combines maintenance bilingual education model with foreign language immersion model California Department of Education Language Policy and Leadership Office

Program Goals Bilingualism: High levels of proficiency in English and a second language Biliteracy: High levels of academic proficiency in English and a second language Multicultural competence: Understanding of different cultures and development of high self esteem California Department of Education Language Policy and Leadership Office

Two-Way Bilingual Immersion Programs in California: Compliance With Proposition 227 Alternative Education Programs: Alternative School Waivers may be granted pursuant to Ed. Code section –Visit Department website at click on Educational Options Office Charter Schools: –Visit Department website at – Parental Waivers

Parental Waivers Parents of Els must yearly sign a waiver request English learners who have never been enrolled in California schools must receive 30 calendar days of sheltered English instruction prior to being placed in two- way bilingual immersion programs.

Program Models Different bilingual programs have different academic and linguistic outcomes Different models needed because of varying student populations and community conditions California Department of Education Language Policy and Leadership Office

Bilingual Program Models for English Learners Transitional bilingual education-TBE (early exit) –Goal: monolingualism (English proficiency) Generally viewed as remedial program which replaces home language with English Literacy instruction begins in L1 and replaced by English- usually within 3 years Maintenance or developmental bilingual education (late exit) –Goal: bilingualism Maintenance and full development of first language while adding English proficiency California Department of Education Language Policy and Leadership Office

Bilingual Program Models for English Speakers Foreign Language Immersion –Goal : bilingualism Uses child’s second language for minimally 50% of the day. Based on Canadian immersion models. California Department of Education Language Policy and Leadership Office

Program Models for English Learners and English Speakers Two-Way Bilingual Immersion (TWBI) Sometimes referred to as dual language immersion programs –Combines features of maintenance bilingual programs for English learners and foreign language immersion for English speakers California Department of Education Language Policy and Leadership Office

Rationale for Two-Way Bilingual Immersion Programs Additive bilingual environment for all students –Second language best acquired by language minority students (Els) when first language established –Second language best acquired by language majority students (Eng. speakers) through immersion in second language Knowledge learned through one language facilitates acquisition of second language knowledge Students will benefit from cognitive advantages with development of bilingualism and biliteracy California Department of Education Language Policy and Leadership Office

Essential Characteristics for Success Strong leadership and administrative support Qualified instructional personnel Program duration of 5-7 years Balance in classroom composition Focus on academic achievement California Department of Education Language Policy and Leadership Office

Essential Characteristics for Success Adequate exposure to second language Positive and reciprocal school instructional climate Monolingual delivery Promotion of the benefits of bilingualism Strong home/school collaboration California Department of Education Language Policy and Leadership Office

Strong Leadership and Administrative Support Support required from –school Board and District administration Support and knowledge of program from –site administration –resource personnel Provisions for –ongoing professional development –planning time for teachers California Department of Education Language Policy and Leadership Office

Qualified Instructional Personnel Knowledge of –academic content and curriculum –theories and strategies for development of biliteracy –TWBI model Native like proficiency in languages of instruction Culturally competent California Department of Education Language Policy and Leadership Office

Program Duration of 5-7 Years Extended amounts of time are needed to fully develop second language academic proficiency (minimum of 5-7 years) Parents agree to a six year commitment of students in program California Department of Education Language Policy and Leadership Office

Balance in Classroom Composition Establish classroom with linguistic equity or balance –Ideally 50% English learners and 50% English speakers Classroom composition should never fall below one-third of either linguistic group California Department of Education Language Policy and Leadership Office

Focus on Academic Achievement Language taught within context of academic content Curriculum based on state/district standards Development of high level language skills in both languages Adequate instructional materials that represent ethnic and religious diversity –both instructional and library California Department of Education Language Policy and Leadership Office

Adequate Exposure to Second Language Create opportunities for second language use through –formal and informal language structures –academic, social and technical language –teacher-directed instruction and student collaborative group activities California Department of Education Language Policy and Leadership Office

Positive and Reciprocal School Instructional Climate Includes –high expectations for all students –school that values languages and culture –opportunities for collaborative groupings for facilitation of student interaction and language use –faculty committed to equity and trained in multicultural understanding California Department of Education Language Policy and Leadership Office

Monolingual Delivery Separates languages for instructional purposes Establishes motivation for student language use Teacher adheres to language of instruction California Department of Education Language Policy and Leadership Office

Promotion of the Benefits of Bilingualism Increase the status of minority language through –Providing presentations from bilingual professionals –Encouraging use of language among parents and school staff –Including study of the language and culture of the students –Encouraging use of target language outside of classroom environment California Department of Education Language Policy and Leadership Office

Strong Home/school Collaboration Provide parent education opportunities in: –two-way bilingual design and benefits –second language acquisition and biliteracy theory –English and target language classes –school curriculum –helping their children with homework California Department of Education Language Policy and Leadership Office

Strong Home/School Collaboration Visit experienced TWBI programs Invite parents of TWBI students to talk with prospective parents Provide access to resource library with bilingual articles, books, tapes, and materials available for checkout Encourage opportunities to assist in child’s classroom in parents home language California Department of Education Language Policy and Leadership Office

TWBI Program Models 90:10 50:50 Other program models –70:30 Secondary program models California Department of Education Language Policy and Leadership Office

TWBI Program Model 90:10 Grades K-1 Grades 2-3 Grades % 30% 50% California Department of Education Language Policy and Leadership Office These three images are pie charts which represent the amount of time students in various grades are taught in English and the target language. The first one is divided in two and represents K-1 students of which 90% of instruction is taught in in the target language and 10% of instruction is taught in English. The second chart represents grades 2-3. Seventy percent of instruction is done in the target language and 30% is in English. The third chart represents 4-6. Instruction time is split 50/50 for the two languages.

TWBI Program Model 50:50 For All Grades California Department of Education Language Policy and Leadership Office This image is a pie chart that is divided into two sections which shows one portion representing 50% of instructional time is spent in the Target Language and the second portion representing 50% of instructional time is spent in English for all grades.

TWBI Secondary Program Model Generally a continuation of elementary TWBI program Minimum of 2-3 classes in target language per semester Increased focus on formal language structures Teacher and material resources used to determine target language courses Adequate selection of materials in target language (instructional and library) California Department of Education Language Policy and Leadership Office

Research Results Lindholm-Leary (2000 ) Bilingualism –Both models, 90:10 and 50:50, promoted bilingual proficiency (oral) –90:10 models developed higher levels of bilingual proficiency English Language Proficiency- both English and Spanish speakers benefited equally from 90:10 and 50:50 models Spanish Language Proficiency- More likely to occur in 90:10 models All students, regardless of student characteristics were proficient in English and Spanish Biliteracy for a Global Society: An Idea Book on Dual Language Education NCBE California Department of Education Language Policy and Leadership Office

Research Results Lindholm-Leary (2000 ) Biliteracy –Both groups of students were successful in tests of reading and writing in both languages –By the time English speakers began English reading in third grade, they performed at grade level and at least as high as English speakers instructed only in English –Higher levels of bilingual proficiency associated with higher levels of reading achievement Biliteracy for a Global Society: An Idea Book on Dual Language Education NCBE California Department of Education Language Policy and Leadership Office

Research Results Lindholm-Leary (2000 ) Academic Content –Both groups of students scored on par with their peers in mathematics achievement –Math achievement was highly related across two languages –Social studies and science achievement were average to high for English and Spanish speakers Biliteracy for a Global Society: An Idea Book on Dual Language Education NCBE California Department of Education Language Policy and Leadership Office

Research Results Lindholm-Leary (2000) Multicultural Competencies and Self Esteem –High levels of self-esteem –High academic competence and motivation –Positive multicultural competencies –Enjoyment in studying through two languages Biliteracy for a Global Society: An Idea Book on Dual Language Education NCBE California Department of Education Language Policy and Leadership Office

National Study of Programs for English Learners Collier and Thomas In a national study –conducted in five school districts throughout the United States –including over 210,000 student records –reviewing different program types for language minority students California Department of Education Language Policy and Leadership Office A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement CREDE

Program Types Reviewed TWBI programs –90:10 –50:50 Late-Exit bilingual programs –90:10 and 50:50 one- way developmental programs Early-Exit / TBE + content ESL Early-Exit / TBE + traditional ESL ESL taught through content ESL pullout California Department of Education Language Policy and Leadership Office A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement CREDE

Research Results Collier and Thomas Programs must be –effective, –well implemented, –not segregated –and sustained long enough (5-6 years) in order for the achievement gap between ELs and native English speakers to be closed California Department of Education Language Policy and Leadership Office A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement CREDE

Research Results Collier and Thomas Program effectiveness findings show –Enrichment one-way (bilingual maintenance program) and two-way bilingual immersion programs are the only programs that assist students to fully reach the 50 th percentile in both L1 and L2 in all subjects and to maintain that high level of achievement –Two-way programs have the fewest high school dropouts California Department of Education Language Policy and Leadership Office A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement CREDE

English Learners Long Term K-12 Achievement on Standardized Tests in English Reading Compared Across Seven Program Models California Department of Education Language Policy and Leadership Office Thomas & Collier, 2000 This chart represents a study conducted by Thomas and Collier comparing the effectiveness of programs for English learners. It shows that two way bilingual immersion programs and late exit bilingual programs with content ESL were the only programs where ELs reached the 50% in English reading and maintained it through 12th grade.

Benefits of Bilingualism Enhanced academic and linguistic competence in two languages: Development of skills in collaboration & cooperation Appreciation of other cultures and languages Cognitive advantages Increased job opportunities Expanded travel experiences Lower high school drop out rates (EL) Higher interest in attending colleges and universities (EL) California Department of Education Language Policy and Leadership Office

Selected Resources Christian, D. (1994). Two-way bilingual education: Students learning through two languages. (Educational Practice Rep. No. 12). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning. Christian, D., Montone, C., Lindholm, K., & Carranza, I. (1997). Profiles in two-way immersion education. McHenry, IL: Center for Applied Linguistics and Delta Systems Co., Inc. California Department of Education Language Policy and Leadership Office

Selected Resources California Department of Education. (2002). California two-way bilingual immersion programs directory. Sacramento, CA: California Department of Education Thomas, W. & Collier, V. (1998). School effectiveness for language minority students. Alexandria, VA: National Clearinghouse for Bilingual Education Thomas, W. & Collier, V A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement. Center for Research on Education, Diversity & Excellence, Santa Cruz, CA California Department of Education Language Policy and Leadership Office

Selected Resources Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle. Lindholm-Leary, K. (2000). Biliteracy for a global society: An idea book on dual language education. Washington, D.C.: National Clearinghouse for Bilingual Education. Lindholm-Leary, K. (2001). Dual language education. Clevedon, UK: Multilingual Matters Ltd. California Department of Education Language Policy and Leadership Office