1. LUPE LLOYD & ASSOCIATES, INC.
BILITERACY OUTSIDE THE BOX: Meeting the Needs of Struggling Second Language Learners
LUPE LLOYD & ASSOCIATES, INC.

2. PROFILE OF A GRADUATE THINK GLOBAL CONTEXT THINK ECONOMIC CONTEXT
THINK TECHNOLOGY CONTEXT
THINK ACADEMIC CONTEXT
THINK SOCIAL CONTEXT
THINK LITERACY CONTEXT
THINK LINGUISTIC CONTEXT
THINK PERSONAL CONTEXT

3. What language and literacy skills will these graduates need for the future?

4. MYTHS ABOUT LANGUAGE
They don’t need Spanish let’s just teach them English. The more English the more better theory.
This actually slows down language acquisition and causes cognitive regressions. They need both to accelerate academically.
If we teach the two languages together the kids get confused. The brain has the capacity for 40 languages.
They can transition later. Transition seldom happens until it is time to sink or swim. There is a 40% drop out rate for ELLs.
They have to be reading in Spanish before we teach them to read in English. Most students are struggling in 3rd through 5th grade with decoding, high frequency words, fluency, comprehension, spelling, and writing in English.
Pobrecitos…it’s too hard for them. Students struggle with comprehension or STAAR analytical reasoning with only one or two years of English experience.
If we only focus on Spanish success, we have left behind English language acquisition and created academic gaps.

5. WHAT RESEARCH SAYS ABOUT LANGUAGE
Language begins in the womb as parents sing, speak or read to a child.
The younger the child, the more predisposed to language with no accent.
After puberty the synapses in the brain solidify and it is harder to discriminate sounds. That is why some people never loose their accent.
The strength in L1 or first language has a direct correlation to the strength in L2 or second language.
If a child only receives partial development in his first language, it will impair the acceleration of the second. Referred to as fossilization.
Language is developmental and academic language must be explicitly taught and only occurs with formal schooling.
True proficiency is being able to listen, speak, read, and write in a language.
Only similar features of a language transfer everything else must be explicitly taught.

6. BALANCED BITERACY PRACTICES
REASERCH BASED BEST PRACTICES
BALANCED BITERACY PRACTICES

7. LUPE LLOYD ACADEMIC EXCELLENCE BILITERACY MODEL
Recognized by U.S. Department of Education for
Academic Excellence

8. ACADEMIC EXCELLENCE BILITERACY MODEL COMPONENTS
Academic development in two languages Pre-K – 5th
Continued development at secondary level or third language.
Students acquire AP Credits for college in Spanish and graduate with three languages.
Simultaneous literacy development
Explicit balanced literacy development in both languages
No transition, only biliteracy development
Academic development in two languages in ELA, Math, Science, and Social Studies.
Closes language and academic gaps by third grade.
Most students have the capacity to test on the STAAR in English 3rd-5th
Biliteracy development continues beyond English acquisition
Students are assessed continuously in two languages
Data driven decisions are used for needed interventions

9. LINHOLM’S RESEARCH BEST PRACTICES
Long Term Treatment
Optimal Input in Two Languages
Integration of ELA to curriculum
Separation of Languages
Additive Approach
Home-school Collaboration

10. EXEMPLARY DUAL LANGUAGE NATIONAL STANDARDS
Explicit language arts and content instruction are provided in both languages systematically throughout their development
Program design and curriculum are faithfully implemented
Teachers use a variety of strategies to ensure student comprehension
Instruction promotes metalinguistic awareness and metacognitive skills
Comprehensive data and accountability system based on State and Federal Standards
Students are assessed in both languages

11. EFFECTIVE READING INSTRUCTION RESEARCH
Phonemic Awareness
Phonics & Word Study
Spelling & Writing
Fluency
Text Comprehension
Vocabulary

12. KEY: BALANCED LITERACY
MUST BE DONE IN TWO LANGUAGES!!
Read Aloud
Phonemic Study
Word Work
Literacy Centers
Guided Reading
Reader’s Workshop
Writer’s Workshop

13. STRATEGIC TARGETS BALANCED LITERACY EXPLICIT INSTRUCTION
LANGUAGE AND VOCABULARY DEVELOPMENT
ACADEMIC LANGUAGE PROFICIENCY
CRITICAL READING SKILLS

14. EMERGENT STRATEGIES
NEWS OF THE DAY
PHONEMIC STUDY
HIGH FREQUENCY WORDS
WORD WORK
COGNATES
SCAFFOLDED READING
SCAFFOLDED WRITING

15. TRANSFERABLE VS NONTRANSFERABLE SKILLS
LANGUAGE AND LITERACY DEVELOPMENT
TRANSFERABLE VS NONTRANSFERABLE SKILLS

16. SPANISH VS ENGLISH COMPARISON
Spanish only has five vowels and vowel sounds
Spanish is a syllabic language
There are no variations
English has many vowel sounds
Based on individual phonemic sounds
1,120 letter combinations to make 44 sounds

17. TRANSITIONAL MODELS
Begin in Spanish and transition to English by 3rd or 4th grade
Sometimes at the expense of their Spanish
OR Sometimes they never transition and we hope it happens in middle school where all curricular materials are in English
Usually blocks of one hour during the day
May also include teaching Math and Science in English
Beware of Dual Language Models that use transitional practices
Begins in Spanish and gradually transitions to English
May bridge from one language to another but no equal access to literacy in the second language.
Sometimes at the expense of their first language
OR Sometimes they never transition
Usually 90/10, 80/20, 70/30, 60/40
upper grades are sometimes 50/50
May also include teaching of Math and Science in English
Beware of Biliteracy Models that use transitional practices

18. PROBLEMS WITH TRANSITIONAL MODELS
If you drop the Spanish it will result in language loss and cognitive regressions.
If the program is not developing the acquisition of English and Spanish, it is not an effective program.
Even if you increase the time for English, it will not give you better results. It falls under the more English, the more better theory.
Only Explicit Literacy Development makes students academically strong and must be anchored to strong literacy practices.
If all of the textbooks they read are in Spanish, we are not making them college ready.
If all of their college books and assessments are in English, WE ARE NOT DEVELOPING CRITICAL READERS

19. TRUE BILITERACY ROCKS
The goal is to close the language and literacy gaps by third grade so that students can do critical and analytical reading in both languages in the upper grades.
Most students in a Biliteracy program since Pre-K can take English state assessments beginning in 3rd grade.
The goal is for students to become bilingual and biliterate pre-K-5th and have the option to take a Spanish Literature course for Spanish speakers and eventually do Advanced Placement for college credit.
OR Take a third language and graduate with three languages
Biliterate students are college ready with strong critical reading skills in English and Spanish for success.

20. TRUE BILITERACY ROCKS
Students graduating Biliterate or Tri-Literate need to have a special designation on their diploma.
Districts committed to BILITERACY make it a board policy.
Uses simultaneous literacy development Pre-K to 5th
Anchors to research-based balanced literacy practices
Literacy skills are explicitly taught in both languages
Targets Biliteracy in all core subjects: Math, Science, Social Studies, and Language Arts.

21. CONTACT INFORMATION
LUPE LLOYD & ASSOCIATES, INC (210)