1. Nivia Gallardo-Ayala Corona Norco Unified School District
Creating a Successful Dual Language Immersion Program CABE Secondary Dual Immersion Symposium September 28, 2017
Nivia Gallardo-Ayala
Corona Norco Unified School District

2. Agenda
1. Welcome 2. Introductions 3. Icebreaker 4. Questions we have about the secondary DLI program 5. How we got here 6. DLI Overview 7. Questions

3. Foundations of DLI

4. Regulations for English Learners

5. Research: Thomas & Collier

6. Individual School Districts
Did NOT establish a specific bilingual policy.
Lau v. Nichols
Responsible for taking “affirmative steps” toward reaching the goal of providing equal educational opportunities for all students
Individual School Districts
Lau v. Nichols

7. Probably the most important legal event for bilingual education was the Lau v. Nichols case, which was brought against the San Francisco Unified School District
Parents of nearly 1,800 Chinese students.
It began as a discrimination case in when a poverty lawyer decided to represent a Chinese student who was failing in school because he could not understand the lessons and was given no special assistance.
The school district countered that its policies were not discriminatory because it offered the same instruction to all students regardless of national origin. The lack of English proficiency was not the district’s fault.
Lau v. Nichols
1970

8. Lau v. Nichols – OUTCOME
In 1974, the U.S. Supreme Court ruled unanimously in favor of the plaintiffs. In his opinion, Justice William O. Douglas stated simply that:
“there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
The Court cited Title VI of the Civil Rights Act, noting that the students in question fall into the protected category established therein.

9. Castañeda v. Pickard
Set the (3-Prong) standard for the courts in examining programs for LEP students. Basically districts must have: 1
A pedagogically sound plan for LEP students 2
Sufficient qualified staff to implement the plan
Includes hiring of new staff and training of current staff 3
A system established to evaluate the program
1981

10. Castañeda v. Pickard
Castañeda did not require bilingual education programs to meet these standards.
It required only that "appropriate action to overcome language barriers" be taken through well implemented programs.

11. Regulations include four basic components:
Identification
Assessment
Services
Exit
It is a requirement that bilingual instruction be given by qualified teachers.

12. Proposition
Replaced the wide variety of bilingual education programs in existence in California with a uniform approach across the state.
Required that children with “limited English proficiency” (LEP) be placed for a year in a “sheltered English” classroom after which they would be placed in regular classrooms.

13. 2017
Repeal of Prop 227
Proposition 58 passes

14. Proposition 58
26.48%
73.52%

15. Requires school districts to solicit parent and community input in developing language acquisition programs to ensure English acquisition as rapidly and effectively as possible.
Preserves requirement that public schools ensure students become proficient in English.
Proposition 58

16. Requires that school districts provide students with limited English proficiency the option to be taught English nearly all in English.
Authorizes school districts to establish dual language immersion programs for both native and non-native English speakers.
Allows parents/legal guardians of students to select an available language acquisition program that best suits their child.

17. In dual language education, two languages are used in the classroom for instruction and learning.
Biliteracy is as much an aim as full bilingualism, with literacy being acquired in both languages either simultaneously or with an initial emphasis on native language literacy
(Baker, 1996 Baker, C Foundations of Bilingual Education and Bilingualism , 2nd ed., Philadelphia: Multilingual Matters.)

18. Only a small number of bilingual programs in the country have the continued maintenance of the first language as an explicit goal
(Center for Applied Linguistics, 2005).
Hence, many English learners (ELs) receive instructional programs that are too short term in focus and are not cognitively or academically challenging
(Thomas & Collier, 1997)

19. Benefits of Bilingual Education
For many ELs, improved access to quality bilingual education programs can facilitate success in school.
(Lindholm-Leary, 2001 Lindholm-Leary, K.J Dual language education., Clevedon, England: Multilingual Matters. [Google Scholar]; J. D.
Ramirez, Yuen, & Ramey, 1991)
ELs who have failed in various types of ESL and transitional bilingual education programs have made phenomenal gains in dual language programs.
(Thomas & Collier, 2002 Thomas, W.P. and Collier, V.P A national study of school effectiveness for language minority students' long-
term academic achievement, Santa Cruz, and Washington, CA, DC: Center for Research on Education, Diversity & Excellence. Retrieved
September 26, 2007, from edu/research/llaa/l.l_final.html [Google Scholar])
In addition, native English speakers in these programs, despite learning through two languages, excel in their native English, scoring higher than peers studying only in English
(Thomas & Collier, 2003 Thomas, W.P. and Collier, V.P The multiple benefits of dual language. Educational Leadership, 61(2): 61– [Web of Science ®], [Google Scholar])

20. Dual Language Objectives
To promote high levels of oral language proficiency and literacy in both Spanish and English.
To achieve proficiency in all academic subjects, meeting or exceeding district and state standards.
To cultivate an understanding and appreciation of other cultures and to develop positive attitudes toward fellow students, their families, and the community.

21. Fundamentals of a Successful DLI Program
Prior to the First Year of Implementation:
Curriculum Plan
Assessments in L1

22. Considerations for a Successful Program
Students
Staff
Materials
Professional Development
Curriculum Plan

25. Teacher Expectations Highly Qualified Mindset
Biliterate, Not only Bilingual
Desire to Teach in L1 (Primary Language)
Ability to Relate to Students and Parents
Highly Qualified
Work Ethic
Prepared at least one year ahead of implementing that grade level
Mindset

26. Available in Both Languages Ancillary Material also Available
Materials
High Quality
Available in Both Languages
Ancillary Material also Available

27. Corona-Norco Unified School District
Elementary
NIVIA
Corona-Norco Unified School District

28. Corona-Norco Unified School District
Intermediate
NIVIA
Corona-Norco Unified School District

29. Corona-Norco Unified School District
Intermediate
NIVIA
Corona-Norco Unified School District

30. Corona-Norco Unified School District
High School
NIVIA
Corona-Norco Unified School District

31. CAASPP DATA
1:00 – 1:30
Nivia

32. Our 3rd generation class!

33. Student Perspectives

34. Plan, plan, plan and then….. Implement!
Our advice….
Plan, plan, plan and then….. Implement!

35. Let’s Share!
Where are we in this endeavor?
What do we need?
What can we do now to prepare?

36. Resources!

41. Gracias!!!

42. Director, Curriculum and Instruction
Contact Information
Nivia Gallardo-Ayala
Director, Curriculum and Instruction
(951)
Cell (909)