Improving Education for English Learners: Research – Based Approaches English Learner and Support Services Professional Learning Series March 31, 2011

Chapter 6 Alternative Education Programs for English Learners Dr. Kathryn Lindholm-Leary is a professor in the College of Education at San Jose State University. She has over 30 years experience working with children in immersion or bilingual programs. She has evaluated over 30 programs and helped to establish programs in over 54 school districts in 11 states. She has also authored or coauthored four books, many chapters and journal articles on the topics of dual-language education and child bilingualism. Dr. Fred Genesee is a professor in the psychology department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education. He has authored numerous professional and scientific research reports and books on English learners, multilingual education, bilingual education, and dual language instruction. pp. 323-382 By Kathryn Lindholm-Leary and Fred Genesee

Based on a presentation by Patty Dineen-Wehn, Sonoma COE & Stephanie Wayment, Lake COE Region 1 COE Leads

Today’s format Pair discussion Group discussion Mini-Collaborative Poster

Three Programs Transitional Bilingual Developmental Bilingual Two-way Immersion

Overview of Chapter p. 323 Provide rationale for & advantages of dual language approaches Describe key characteristics of the three alternative programs

Overview of Chapter p. 323 Review research on outcomes of students who have participated in dual language programs Present research relevant to program effectiveness, implementation, and learner needs in dual language programs Some based on empirical research

Alternative Education Programs: language, literacy & academic instruction (pp. 323 & 324) Use of two languages (English & another language) to educate language minority students and language-majority students in a two-way immersion model Authors descriptors for alternative programs

Lines of Communication You need a partner. Listen for directions. Greet your partner and say “Howdy partner!”

Lines of Communication How does schooling in two languages assist students in relationship to globalization? Thank your partner.

Globalization (p. 324) Linguistic & cultural competence play key roles in affording students the tools they need to take advantage of the opportunities of globalization “Competitive edge” in the global marketplace.

Lines of Communication How does teaching in two languages help English learners brains’ (neurocognitive advantages)? Greet your new partner. Find out his/her name. Thank your partner

Neurocognitive Advantages (pp. 324-325) Advanced levels of bilingual competences are associated with cognitive advantages in “executive control process.” When problem solving, competent bilinguals are able to: focus attention when potentially conflicting information is presented select relevant over irrelevant information switch strategies when a solution is not forthcoming

Lines of Communication What are the advantages for students in an alternative program related to their home language? Greet your new partner. Find out his/her name. Thank your partner .

Home Language Advantages (pp. 325-326) ELs with advance levels of competence in certain aspects of the home language demonstrate superior achievement in English literacy compared with ELs with lower competency in home language abilities Phonological awareness skills decoding Vocabulary Dual language programs systematically use L1 to scaffold the acquisition of English literacy

Lines of Communication What are the advantages for students in an alternative program related to schooling and cultural competence? Greet your new partner. Find out his/her name. .

Schooling & Cultural Competence (pp. 326-328) Dual language programs… provide many conditions that are essential for the reduction of prejudice and discrimination provide communication skills & cultural awareness to facilitate intergroup contact & appreciation (two-way immersion programs) Misattributions (p. 326) “Funds of knowledge” p. 328

Schooling & Cultural Competence (pp. 326-328) Misattributions (behaviors of respect different from mainstream America) are less likely to happen “funds of knowledge” (L. Moll): skills, knowledge, expectations, and understandings that children have about the world and their place in it are different for students from different cultural backgrounds. Prior knowledge & experiences are linked to funds of knowledge. Teachers have an understanding of cultural experiences. Misattributions (p. 326) “Funds of knowledge” p. 328 Thank your partner. Have a seat

Program Characteristics (p. 328- 335) Review the summary chart on p. 329 Slides 20-22 are for your reference only. With a partner, find two similarities and one difference. Share with whole group.

Transitional Bilingual Program (pp. 330-331) “Early Exit Bilingual Education” Content subjects in home language with English Language Development (ELD) Once “sufficiently” proficient, move to English mainstream program Purpose: To ensure mastery of grade level academics To facilitate & speed up English acquisition Slides 20-22 are not to be reviewed by presenter. There are only for participants to reference.

Developmental Bilingual Program (pp. 331-333) “Late Exit Bilingual Education” Maintenance Bilingual Education One-way program, only minority students working to maintain home language, or full proficiency in home language Purpose: Promote high levels of academic achievement in all curricular areas and full proficiency in both home language & English for academic purposes *If master grade level curriculum in home language, usually decrease achievement gap & often outperform EOs. Slides 20-22 are not to be reviewed by presenter. There are only for participants to reference.

Two-Way Immersion Program (pp. 333-335) Two-way Bilingual Education Dual Language Immersion Provides education opportunities for all students to become bilingual Provides integrated language & academic instruction for native speakers of English & native speakers of another language Purpose: High academic achievement 1st & 2nd language proficiency Cross cultural understanding Slides 20-22 are not to be reviewed by presenter. There are only for participants to reference.

Program Characteristics (p. 328- 335) Comments or questions about Transitional Bilingual (TBE), Developmental Bilingual (DBE) , or Two-way Immersion (TWI)?

STUDENT ACHIEVEMENT & PROGRAM OUTCOMES (PP. 335-353) 12 minutes only 4 minutes for every section “más o menos” Let participants know when each 4 minute segment has elapsed.

Participants make any notes on the accompanying graphic organizer. Oral Language Development (pp. 336-341) Monolinguals, simultaneous bilinguals, second-language learners/successive bilinguals (p. 337) Literacy Development (pp. 341-344) Academic Achievement (pp. 345-352) Which program is best for ELs? Does more English lead to higher achievement in English? How well do students do in dual language programs? Identity & Attitude (pp. 353) 12 minutes only Participants make any notes on the accompanying graphic organizer. 4 minutes for every section “más o menos” Let participants know when each 4 minute segment has elapsed.

Comments?

Characteristics of Effective Dual Language Programs (pp. 353-360) Program & School Structure (pp. 354-356) Curriculum (pp. 356-357) Instruction (pp. 357-358) Appropriate Assessment & Accountability (p. 359) Quality of Staff Development (pp. 359-360) Jigsaw this section by assigning 2-3 people one of these areas and asking them to create one page Mini- Collaborative Poster (will be shown on docu-cam) that includes any important quotes or images

ISSUES IN LEARNER NEEDS (PP. 360-364) Five Issues 5 volunteers to read please Ask for five volunteers. Number them 1-5. Each will read their corresponding numbered quote aloud to the group.

1. Socio-economic Status (pp. 360-361) “… most research on English learners includes Hispanic students from low- income families and, thus, there is insufficient variation in student SES to discern the true relationship between differences in SES and variations in achievement among English learners (Adams et al. 1994). (p. 360) The next line after the quote on the slide – “Not withstanding this limitation, the available evidence indicates that there is a positive relationship between SES and academic achievement in English learners, as has been found for mainstream students.”

2. Length of Residence in US and Prior Schooling (pp. 361-362) Recent immigrants tend to attain higher levels of achievement than do second- or third-generation Hispanic students. (p. 361)

3. Students with Disabilities (p. 362-363) Students with special education needs who participated in dual language programs experienced significant positive outcomes by the upper elementary grade levels. (p. 362)

4. Language Status (pp. 363-364) …several studies have shown that bilingual Hispanic students have higher achievement scores, GPAs, and educational expectations than their monolingual English-speaking Hispanic peers. (pp. 363-364)

5. Demographics of School Population (p. 364) …English learner and Hispanic English- speaking students in predominantly Hispanic, low-SES schools achieved similarly to or higher than their peers in mainstream English-only programs at the same or nearby schools.

Please stand up. Find a partner at least 3 chairs away from yours Please stand up. Find a partner at least 3 chairs away from yours. Share with this partner, one piece of information, idea, or thought you are taking away from today’s session on “ Alternative Education Programs for English Learners.”

In Conclusion …. …there is sufficient research to demonstrate the positive impact of high-quality dual language programs to promote bilingual, biliterate, content- area, and multicultural competencies. Lindholm-Leary and Genesee p. 367