1. Dual Language Program 101 School District U-46 Informational Meeting 2010-2011 School Year

2. Guiding Questions What are the basics of Dual Language (DL) Programs?
What does the research say?
What do we need to do to start a DL Program?

3. What are the basics of a dual language program?
Definition
Common Goals
Non-negotiable Components

4. Dual Language Programs... Definition
Use two languages in two ways
Two languages are used for instruction
According to the school demographics
Two groups of students are typically involved
Native English speakers or English-dominant students
Native speakers of Spanish or other “target” languages
One group of students is involved - One Way
This is a very basic definition of dual language. Two languages are usually used in two ways: One is that two languages are used for instruction and the other is that there are usually two group of students of two different languages involved.
English-dominant students refer to those students who don’t qualify to receive ELL services

5. Dual Language Programs in U-46 Same Basic Principles, Different Language Groups
One-Way Dual Language
One Way Dual language programs are implemented in demographic contexts where only one language group is available
Two-Way Dual Language
Two-Way Dual Language programs have the demographics to invite English-dominant students to join their ELL peers in an integrated bilingual classroom. There should be an approximate balance of students of each language background.
English Language Learners
Spanish-speaking
Native English speakers or English-dominant students
Two-Way Dual Language Program
Spanish-speaking English Language Learners
One-Way Dual Language Program
Dual Language programs are designed to serve English Language Learners and will be the program model in U-46 that ELL students will be entitled to receive.
There are two terms under the umbrella of Dual Language education that will be used throughout U-46 : One is the One-Way Dual Language and the other is the Two-Way Dual Language, which have the same principles, but vary in the language groups:
One-Way Dual language programs are implemented in demographic contexts where only one language group is available.In U-46, the One-Way Dual language programs will be composed of only Spanish-speaking English Language Learners
Two-Way Dual Language programs have the demographics to invite English-dominant students to join their ELL peers in an integrated bilingual classroom. There should be an approximate balance of students of each language background, with no less than one third of English-dominant students. In U-46, the Two-Way Dual Language programs will be composed of Spanish-speaking English Language Learners and English-dominant students.

6. Dual Language Program Goals
All students will…..
Be at or above grade level.
Develop high levels of proficiency in their first language.
Develop high levels of proficiency in a second language.
Demonstrate positive cross-cultural attitudes and behaviors.
Dual Language program goals are for all students to at or above grade level by ensuring short and long-term academic success of all students through enhancing student outcomes and closing the achievement gap. This happens as students acquire cognitive flexibility, higher-order thinking skills, and better problem-solving abilities
Another goal is to develop high levels of proficiency in their first and second language.
And one other goal is to demonstrate positive cross-cultural attitudes and behaviors which is done
By Expanding students’ world view
By altering their sense of self into a broader understanding of different cultural norms
And by building “bridges of understanding” in neighborhoods and communities

7. Dual Language Programs Non-negotiable components
A minimum of 50% to a maximum of 90% of the daily instruction in the “target” language (e.g. Spanish, Navajo, Zuni, etc)
Strict separation of languages for instruction (no translation)
K – 8th grade commitment

8. Outside of School & Home Min. of 50% in Spanish in a DL classroom
Language Environment 8
Outside of School & Home
Min. of 50% in Spanish in a DL classroom
English speaking home
Spanish Speaking home
This is an illustration of a conversation between two Spanish speaking mothers. One who has her child in Dual Language program and the other is trying to decide where to put her child in the Dual Language program or the general education program, since mom’s main goal is for the child to learn English.
All that is in blue represents the English-speaking environment outside of school and home. As you can see, the Spanish-speaking child is surrounded by English. Which is the social language, the language of “power”.
If we look at the Spanish speaking home, there is small yellow circle – where Spanish is spoken at the home. However, if the child has older/younger siblings, there is a high probability that they will be communicating in English. Hence, the blue circle around it.
For the native English speakers, English is spoken inside and outside the home and outside in the community, including the school.
Therefore, in a dual language classroom, it is very important to maintain the Spanish instruction without English interference, because this is the only place where students will receive academic Spanish and English instruction.
So, at the end, the one mother is convinced that even in a dual language program, her child will learn English. .
Blue = English
Yellow= Spanish 8

9. What does the research say?
Providing more hours of English does NOT result in higher English achievement
Little Spanish and mostly English can lead to lower Spanish AND English achievement
Providing dual language program instruction leads to higher English AND Spanish achievement
Two-Way Immersion Education: Testing and Accountability (Lindholm- Leary, 2002)

10. What the research says – The Graph
1– Two-Way Dual Language Ed including Content ESL
2– One-Way Dual Language Ed. including Content ESL
3– Transitional Bilingual Ed., including ESL taught through academic content
4– Transitional Bilingual Ed., including ESL, taught traditionally
5– ESL taught through academic content (no L1)
6– ESL Pullout – (no L1) taught traditionally
7– Prop 227 in California Spring 1998 – Spring (grades 2-9 in two-year cohorts)
This chart illustrates the longitudinal study by Thomas and Collier.
They collected data from 14 years of research with a student sample of 700,000 students.
Their findings indicated that there is a dramatic difference in long term ACADEMIC achievement by the amount of native language instructional support provided for ELLs
According to Thomas & Collier:“The more native language academic work provided, the higher their achievement in the long term”
Therefore , …The one-way and two-way program models were the only programs for ELL students that closed the achievement gap between ELLs and native-English peers.
Collier/Thomas, 2009

11. Dual Language Program in U-46
Program Design
80:20
80% in Spanish
20% in English
Progression chart with the amount of the day in each language
Literacy Development
Spanish Initial Literacy Development
Explicit English literacy development begins in first grade by second semester
Immersion Level
Full Immersion
Across all 29 elementary schools, the program design will be the 80:20 where the initial literacy development is in Spanish, including for students who are native English speakers or English-dominant, and it slowly begins to be developed in English in the second semester of first grade.
U-46 is committed to both the implementation of the model, as well as developing high academic proficiency in both Spanish and English.

12. Amount of Day in Each Language 80:20 One/Two-Way Dual Language Program
PreK K
1st
2nd
3rd
4th
5th
6th
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Spanish Speaker-ELL L1 L2
Native Eng./Engdominant Speaker
This is a slide that includes both populations, Spanish speaker ELLs and Native English and English dominant students. As you can see, both groups of students (in either a One-Way or a Two-Way Dual Language program) start receiving most of their instruction in Spanish (whether it’s their native language or not)
L1 = Child’s 1st Lang.
L2 – Child’s 2nd Lang.
English
Spanish

13. What schools will have Dual Language Programs in U-46?
29 elementary schools that currently have the Transitional Bilingual Education program in Spanish:
Oakhill
Ontarioville
Otter Creek
Parkwood
Ridge Circle
Sheridan
Sunnydale
Timber Trails
Washington
Century Oaks
Channing
Coleman
Creekside
Garfield
Glenbrook
Heritage
Hilltop
Hillcrest
Hanover Countryside
Highland
Harriet Gifford
Huff
Illinois Park
Laurel Hill
Lincoln
Lords Park
Lowrie
McKinley
Nature Ridge
ALL schools will have a One-Way DL program – to serve the ELL population. The schools that have the necessary number of interested and committed parents of Native English speakers and/or English dominant students (after filling out the surveys) will become Two-Way DL schools.

14. What is U-46 implementation plan?
One-way Dual language Programs
2013–2014
PreK K 1 2 3 4 5 6
In this slide, you can see the implementation phases for the one-way dual language program.
In , we’ll start the implementation of the One-Way Dual Language programs with grades Pre-K, K, 1 and 2. The chart shows how the implementation progresses as a grade level is added each year.

15. What is U-46 implementation plan?
Two-Way Dual Language Programs
2013–2014 K 1 2 3 4 5
And in this slide, you can see the implementation phases for the two-way dual language program.
we’ll start the implementation of the Two-Way Dual Language programs in the same year of that One-Way Dual language is being implemented.
Due to the immersion in the Spanish Language in grades K and 1 we will only start implementing the Two-Way Dual Language programs in Kindergarten and 1st grade.

16. The Importance of Parental Support!
Parents work with teachers and principals to encourage the development of both languages and both cultures for all children in the program - not just their own!

17. Frequently Asked Questions
What advantages are there for my child in a Dual Language program?
Students develop high academic achievement in reading, writing & oral proficiency in two languages.
Allows them to see their first language in a comparative perspective, which helps them analyze and refine their language use.
Students develop positive attitudes toward themselves as learners.

18. Advantages for Native English Speakers and English-dominant students
Students achieve at the same or higher levels in English compared to their English-only speaking peers in English-only classrooms.
Students develop very positive attitudes about students of other language and cultural backgrounds.
AND/OR
Students develop very positive attitudes about their heritage language and cultural background.

19. Advantages for Spanish-speaking English Language Learners
Students achieve at the same or higher levels in English than their peers enrolled in other programs.
Increased sense of pride and self-esteem.
School – models of proficiency in Spanish
Home – Students develop very positive attitudes about their heritage language and cultural background and are able to continue communicating with family

20. Frequently Asked Questions
What can I do as a parent to participate and support my child at home? Especially if I don’t know the language…
Right environment & tools
Quiet space, enough time, dictionaries in both languages
Support your child’s language and literacy development in two languages
Ask questions about the homework, in the language spoken at home
Read books, write, and watch movies in the second language
Attend cultural festivals
Provide opportunities for authentic language exchanges

21. Some ideas on how to help….
Library on line…
Going to the
Library
dominoes
Illustrated
Dictionaries
Bilingual books

22. Frequently Asked Question
Will Spanish Speaking students that qualify to receive ELL services in Spanish be able to participate in the Dual Language (DL) Program?
YES – Starting in , the Dual Language Program Model will be implemented by U-46 to serve the English Language Learners of high –incidence language (Spanish) according to Illinois School Code 228.
Implementation plan

23. Frequently Asked Question
Will native English speakers and English-dominant students be able to participate in Dual Language (DL) program?
Two-Way Dual Language programs will be established at schools where there is enough interest and commitment of native English speakers or English-dominant students.
A minimum of 1/3 of interested and committed native English speakers or English-dominant students per classroom is needed in order to meet the required balance of peer language models for an effective Two-Way Dual Language Program.

24. Frequently Asked Question
Will native English speakers and English-dominant students be able to participate in Dual Language (DL) program? (cont.)
The district is looking into options:
in case there is more interest and commitment than space for native English speakers or English-dominant students
Dual Language Implementation Advisory Committee

25. What resources exist for parents of DL students?
Center for Applied Linguistics
Resources include books and videos from organizations and from other Dual Language /TWI programs.
Center for Advanced Research on Language Acquisition
Dual Language of New Mexico (DLeNM)
Other organizations with a special interest in dual language education: The Center for Applied Linguistics (CAL), the National Association for Bilingual Education (NABE), 2-Way CABE (California Association for Bilingual Education), Dual Language Education of New Mexico, and the Illinois Resource Center.

26. Ways to keep informed about Dual Language in U-46
Visit U-46 ELL web site
Visit School District U-46 web site
Being Developed!

27. Contact Information
Patricia Makishima
Dual Language Coordinator
English Language Learner’s Office
ext 4279
your questions to:
Patricia Makishima
Dual Language Coordinator Or

28. No child has to lose a language to learn a language!
Food for thought…
No child has to lose a language to learn a language!