Good Teaching: Meeting The Challenges Of Immersion Education Myriam Met

IMMERSION What The Data Show Cognitive benefits Executive control functions Metalinguistic awareness Divergent thinking Symbolic thinking and flexibility

What The Data Show Academic Benefits Reading/language arts Content area performance

WHAT DO WE KNOW ABOUT SCHOOLING STUDENTS IN A NEW LANGUAGE?

SCHOOLING IN A NEW LANGUAGE WORKS !

Chinese Dual Immersion Students 1 st Grade MathLanguage Arts Chinese Dual Immersion (4) 90%88% Monolingual (4) 83%75% 2 Schools, 8 Classes, 221 Students

UTAH MATH SCORES DISTRICTS, 1 st and 2 nd Grades PARTICIPATED CHINESE IMMERSION STUDENTS STATEWIDE AVERAGED 10% HIGHER THAN NON-IMMERSION PEERS Academic

FOCUS ON OUTCOMES

1.Set targets 2.Describe end-of-year outcomes 3.Integrate outcomes into content units and lesson plans 4.Provide explicit language/literacy instruction DO WHAT/ WITH WHAT/ HOW WELL 10

FOCUS ON OUTCOMES Grade Level Total Immersion ACTFLCAWLS K 1Novice MidMid Stage I 2Intermediate LowBeginning Stage II 3Intermediate Med*Mid Stage II* 4Intermediate Med*Mid Stage II* 5 Intermediate High *End Stage II/Beginning Stage III 8Advanced LowBeginning Stage III 12Advanced MidMid Stage III At the end of

FOCUS ON OUTCOMES Identify end-of-year outcomes 12 On familiar topics, using more extended discourse with connected sentences, the student can... Intermediate Mid 1. describe experiences (family, home, daily activity, personal preferences and needs, food, shopping, events and plans). 2. state opinions and give supportive reasons. 3. tell or summarize a storyline with many details. explore different ways of formulating questions. 5. describe own feelings and feelings of others. 6. describe and explain personal experiences and give the reactions of the individuals involved with many details. 7. create a simple dialogue related to a formal situation (banks, restaurants, stores). 8. give a short presentation: on how something works, a current event, academic topic, famous person. 9. ask and give directions using an Ohio/USA map. 10. ask relevant clarification about directions. 11. analyze grade-lvele appropriate graphs, charts, and diagrams (related to math, science and social studies). 12. invite and make plans about where to go.

Instruction:Language Objectives Students can compare _____ to ____ using “…” predict _____ using “…” identify how new vocabulary is related to known vocabulary (e.g., said/uttered; benefit/beneficial). use the language of place value, including million, thousand, hundred. express agreement/disagreement with peers using sentence frames (I agree with …. in that…)

Instruction:Language Objectives Students can … Defend an opinion about ____ using “…” Demonstrate expanded use of sequence words (initially, subsequently, ultimately)

HIGH QUALITY INSTRUCTIONAL STRATEGIES LANGUAGE SPECIFIC INPUT OUTPUT/INTERACTI ON ENGAGEMENT CONTENT- SPECIFIC LITERACY MATH SCIENCE ETC.

HIGH QUALITY INSTRUCTIONAL STRATEGIES Integrated into unit and lesson plans Professional development Criteria for teacher performance  Classroom observations, mentoring and coaching

HIGH QUALITY INSTRUCTION Principles of practice-- Strategic repertoire Connect curriculum, instruction, and assessment: identify the goal, figure out how you will know you’ve achieved it, decide how to get there (strategies; materials)

Principles of Practice Provide rich comprehensible input Check for comprehension Provide multiple and regular opportunities for interaction and output Ensure student engagement and motivation Monitor student learning