1. Community-Based Adult Two-Way Bilingual Immersion (TWBI)

2.  Program Background and Underlying Motivation  Program Development -5 Steps  Teaching “I HABLO U” -Demonstration of 3 TWBI Activities

3. Two-Way Bilingual Immersion (TWBI) is…  Dual Language Education  Equal numbers of native speakers of a dominant language (e.g. English) and a partner language (e.g. Spanish)  Instruction in both languages -50:50 Model – 50% Dominant Language, 50% Partner Language -90:10 Model – 90% Partner Language, 10% Dominant Language (with a gradual increase to 50:50)

4. History of “I HABLO U”  Empowerment Congress North Area Neighborhood Development Council (NANDC)  University of Southern California (USC), Rossier School of Education  USC Family of Schools: John Mack Elementary, Vermont Avenue Elementary  Pilot Programs: Spring 2010, Fall 2010 Motivation for “I HABLO U”  “Community Building through Language Learning and Co-Mentorship” Ease tensions between Spanish and English speakers Provide opportunities for interaction with native speakers of the target language (TL)

5.  People ‒Program Directors/Consultants ‒Teachers ‒Volunteers/Facilitators ‒Students!  Places ‒Hosting Site  Things ‒Textbooks ‒Handouts (copies) ‒Classroom Materials (chalk board, desks, etc.)

6. Good Resources for People, Places, and Things:  Elementary, Middle, or High School (Parent Center): Hosting site, program volunteers and facilitators  Neighborhood Council: Community oversight volunteers (recruitment, administration,etc.), discretionary funds  College or University (Department of TESOL and/or Spanish): Volunteer teachers, faculty consultants

7. Good Sources for STUDENTS  English Learners Elementary, Middle, or High School (Parent Center): Parents Local Churches and Community Centers Boys and Girls Clubs: Parents  Spanish Learners Elementary, Middle, or High School (Parent Center): Parents and Staff Local Churches and Community Centers Boys and Girls Clubs: Parents College or University: Students, Faculty, Staff (DPS) HEALTH or SOCIAL WORK PROFESSIONS

8. Schedule  14 Weeks, 2 hours per week 3 Components / 3 Syllabi  Community Session (bilingual, 1 st hour)  English Language Session (monolingual, 2 nd hour)  Spanish Language Session (monolingual, 2 nd hour)

9. Course Goals  Community-building goals Based on community needs/themes (community liaison) e.g. Health and Safety, Neighbor Conflict Resolution, Workplace Relations, etc.  Language goals Based on learner needs and level (assessment) Tailored to community-building goals Four Skills (Reading, Writing, Speaking, Listening)

10. Good Sources for STUDENTS  English Learners Elementary, Middle, or High School (Parent Center): Parents Local Churches and Community Centers Boys and Girls Clubs: Parents  Spanish Learners Elementary, Middle, or High School (Parent Center): Parents and Staff Local Churches and Community Centers Boys and Girls Clubs: Parents College or University: Students, Faculty, Staff (DPS) HEALTH or SOCIAL WORK PROFESSIONS

11.  Flyers English Learners and Spanish Learners Schools (Parent Center), Clubs, Churches, Community Organizations Community Events (e.g. resource fairs, block parties)  On-Site Presentations and Q&A Sessions English Learners and Spanish Learners Schools (Parent Center), Clubs, Churches, Community Organizations  Emails Spanish Learners Schools, Clubs, Churches, Community Organizations Health and Social Service Providers

12.  Determine Enrollment Capacity (invite at least 3-5 over capacity)  Maintain Active Waiting List  Follow-up! (Calls, Emails, Calls)  Distribute Signs, Maps, Directions  Be Strict on Attendance (two unexcused absences = dropped from course)

13. Assessment (initial, ongoing, and final)  Initial Assessment Assess Learner Needs (learning styles, literacy, educational background, etc.) Determine Language Proficiency (Beginner, Intermediate, Advanced)  Ongoing Assessment Ensure Effective Pace (Midterm Exam, Midterm Course Evaluations) Make Pedagogical Adjustments  Final Assessment Test Course Goals (Final Exams) Identify Areas for Improvment (Final Course Evaluations)

14.  2 hour class (7:00 – 9:00 PM)  Twice a week ‒1 Mandatory Session, 1 Make-up/Review Session ‒e.g. MON, 7:00- 9:00 PM; WED, 7:30 – 9:00 PM  Adult Learners ‒Time and ”Life” constraints (e.g. childcare, job, etc.) ‒Miss one class, fall behind -> drop course

15. 1) The Community Session (CS)  REVIEW/REPASO 7:00 – 7:30 PM (30 minutes)  ACTIVITY/ACTIVIDAD 7:30 – 8:00 PM (30 minutes) 2) The Language Session (LS)  FOUR SKILLS FOCUS 8:00 – 9:00 PM (60 minutes)

16.  REVIEW/REPASO 7:00 – 7:30 PM (30 minutes) Spanish-Only (15 min), English Only (15 min) Review Assigned Homework, Ask Questions  ACTIVITY/ACTIVIDAD 7:30 – 8:00 PM (30 minutes) Spanish-Only (15 min), English Only (15 min) Guided Communicative Activities ‒Information Gap, Collaborative Reading, Total Physical Response (TPR)

17.  Motivation for Community Session Rich Native Speaker Input & Output Promotes Fluency Encourages Cross-Cultural Dialogue Learning AND Teaching ‒“Language as a Resource” vs. “Language as a Deficit” ‒Neutralizes power disparities ‒Lowers Affective Filter

18.  FOUR SKILLS FOCUS 8:00 – 9:00 PM (60 minutes) Skills: Reading, Writing, Speaking, and Listening Forms: Grammar and Vocabulary  Motivation for Language Session Presents linguistic skills and content necessary for subsequent Community Session ‒e.g. Parts of the Body Review (LS) -> “Simón Dice” (CS) Provides structural basis for new content learned in CS ‒e.g. Procedural Knowledge (CS) vs. Descriptive Knowledge (LS) Promotes Accuracy

19.  Guess What! / ¡Adivínelo! (Information Gap)  Let’s Read Together! / ¡Leamos Juntos! (Collaborative Reading)  Simon Says… / Simón Dice… (Total Physical Response)

20. Links Empowerment Congress North Area Neighborhood Development Council (NANDC): http://www.nandc.org/ University of Southern California (USC), Rossier School of Education: http://rossier.usc.edu/ USC Family of Schools – John Mack Elementary, Vermont Avenue Elementary: http://communities.usc.edu/neighbors/schools.html References Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.