1. Success in Two-way/Dual Language Education: Models & Outcomes Success in Two-way/Dual Language Education: Models & Outcomes Kathryn Lindholm-Leary, Ph.D. Professor, San José State University KLindholmLeary@mac.com www.lindholm-leary.com Kathryn Lindholm-Leary, Ph.D. Professor, San José State University KLindholmLeary@mac.com www.lindholm-leary.com OABE Conference June 2013 OABE Conference June 2013

2. Two-Way/Dual Language  What is Two-Way/Dual Language Education – different models and practices?  What evidence shows it works?

3. What is Two-Way/ Dual Language Education?  Two-Way or Dual Language Education:  Two-Way or Dual Language Education: integrates native English speaking and English language learning students in the same classroom and provides academic instruction through two languages, one of which is the primary language of each group of students.  Popular: 500-800 in US public schools in 28 states & DC, 200 in Calif, 318 registered in Texas (www.texastwoway.org)  Goals:  Bilingualism – Orally proficient in 2 languages  Biliteracy – Read & write 2 languages at grade level  Achieve at/above grade level  Cross-cultural competencies

4. What is Dual Language Education? Four Major Criteria (www.cal.org/twi)  Integration :  Integration : Language-minority and language-majority students are integrated for at least 60% of instructional time (and ideally more) at all grade levels.  Instruction :  Instruction : Content and literacy instruction in English and the partner language is provided to all students, and all students receive instruction in the partner language at least 50% of the instructional day at all grade levels.  Population :  Population : Within the program, there is a balance of language- minority and language-majority students, with each group making up between one-third and two-thirds of the total student population.  Duration of Program :  Duration of Program : Pre-K/Kinder/1 st Grade through elementary (preferably through high school)

5. L1 L2  Knowledge learned through one language paves the way for knowledge acquisition in the second language  Students who learn content in L1 can demonstrate knowledge in L2 once they acquire academic language skills in L2  Knowledge learned through one language paves the way for knowledge acquisition in the second language  Students who learn content in L1 can demonstrate knowledge in L2 once they acquire academic language skills in L2 Underlying Assumption of Model Transfer Across Languages

6. Álgebra Una ecuación cuadrática es una ecuación polinómica de segundo grado, de la forma ax 2 + bx + c = 0. Una ecuación cuadrática es una ecuación polinómica de segundo grado, de la forma ax 2 + bx + c = 0. Álgebra Elemental Quadratic equation Polynomial equation Different solutions… Step 1.. Quadratic equation Polynomial equation Different solutions… Step 1.. Ecuación cuadrática Ecuación polinómica Diversas posibilidades… Primero.. L2  L1 L2  Knowledge  L1

7. Language Arts/Reading Mathematics Science Social Studies Language Arts Grades K-1 Instructional Design 90:10 & 50:50 Language Arts/Reading Mathematics Science Social Studies All Grades 90:10 50:50

8. Dual Language Education Model Curriculum & Assessment  Curriculum based on state standards  ALL students held to same expectations as mainstream  Curriculum more rigorous – students learn to read, write, understand, speak in two languages  Curriculum more rigorous - based on national standards for foreign language instruction: Communication, Cultures, Connections, Comparisons, and Communities.  Assessment practices same as in mainstream English (tests in second language)

9. Dual Language Education Model Grounded in Research, Theory, Best Practices  Effective schools and classroom environments  Foreign language education/Bilingual education  Second language and literacy development  Research on the brain, learning, and memory  Desegregation and multicultural education  Parent involvement  Teacher practices, staff qualifications, and professional development  Assessment practices and approaches

10. TWI/Dual Language How to Promote Success 1. Developing high quality Dual Language program requires lots of hard work and planning. 2. High quality programs use the research-based Guiding Principles for Dual Language Programs to guide them in moving toward higher quality implementation (it’s free) http://www.cal.org/twi/guidingprinciples.htm 3. DL programs have been developed across the grade spans – pre-K, elementary, middle, and high school levels.

11. Promoting Success in TWI/Dual Language Guiding Principles Guiding Principles for Dual Language Programs http://www.cal.org/twi/guidingprinciples.htm  Program Structure  Curriculum  Instruction  Family and Community  Staff Quality and Professional Development  Support & Resources  Assessment and Accountability

12. Guiding Principles for Dual Language Programs http://www.cal.org/twi/guidingprinciples.htm  Program Structure  Additive bilingualism: L1 + L2 = Bilingualism  Subtractive: L2 – L1 = English dominant (lose Home Language)  Equity & integration for all students  Knowledgeable teachers & leaders  Continuous program planning Promoting Success in TWI/Dual Language Guiding Principles

13. Myth – more time in instruction in English  more proficiency & higher achievement in English. NOT TRUE Promoting Success in TWI/Dual Language Guiding Principles Several major research reviews show that ore English does not lead to higher outcomes in English more English does not lead to higher outcomes in English  Language majority and language minority students in 90:10 achieve at least as well in English as students in 50:50.  ELLs in English-only programs had lowest proficiency in English, lowest achievement in English, & highest school dropout rates

14. Reality – more time in Target Language  more proficiency & higher achievement in Target, no negative effect on English. Promoting Success in TWI/Dual Language Guiding Principles Research   More Target Language NOT= lower outcomes in English  Students in 90:10 are more proficient in Spanish and more likely to be bilingual than students in 50:50.  More bilingual = higher achievement in English.

15. English Language Proficiency - ELL Grades 2-6 by Program Model English language proficiency outcomes NOT differ by program model: 90/10 vs. 50/50 vs. English only (despite differences in amount of English instruction).

16. Promoting Success in TWI/Dual Language Guiding Principles Guiding Principles for Dual Language Programs http://www.cal.org/twi/guidingprinciples.htm  Curriculum  Cognitively challenging (not remedial/basic skills) & standards-based  Reflects vision of bilingualism & biliteracy  Enhanced: infuses language objectives and cultural knowledge with content instruction  Reading and writing across the curriculum  Articulated within and across grade levels

17. Promoting Success in TWI/Dual Language Guiding Principles  Instruction  Sheltered instruction for L2 learners  Cognitive organization of material - Graphic organizers, thinking maps  Grouping practices to maximize language development, social skills, and communicative skills

18. Promoting Success in TWI/Dual Language Guiding Principles  Assessment & Accountability Use student achievement data to shape and/or monitor program effectiveness; assessments in both languages  Staff Quality & Professional Development Recruits/retains high quality/highly bilingual staff; has a quality professional development plan appropriate for bilingual vision  Family and Community Promote parent involvement/participation equally across all groups  Support and Resources Program receives support from district, community, and all school staff

19. TWI/Dual Language Evidence for success of TWI/Dual Language Education  30 years of consistent research findings in US!  40 years of research in Canada & other countries – results in US similar to other countries

20. TWI/Dual Language Evidence for Academic Achievement  Research - by late elementary school, students in TWI/Dual language (TWI/DL) programs achieve similar to or higher than peers in English mainstream programs  However, students in TWI/DL are bilingual and biliterate, peers in English only are rarely bilingual or biliterate rarely bilingual or biliterate TWI/DL works in all languages studied: Spanish, Chinese, Korean, Japanese, Russian, German, Italian, French programs

21. English Reading Performance – EP by Program Model State highest grade 2; by 5 th grade 90:10 and 50:50 higher than state; 90:10 higher than 50:50 grades 3-6

22. English Reading Performance – ELL by Program Model State highest grades 2-4; by grade 6, 90:10 and 50:50 higher than or equal to state; 90:10 higher than 50:50 grades 4-6

23. TWI/Dual Language Evidence for Academic Achievement Research findings (TWI/DL students achieve at/above non-TWI/DL peers in English-only classes) observed with students of varied backgrounds:  SES – upper, middle, lower; parents with college education to parents with elementary education  Ethnicity – Hispanic, Asian/Chinese/Korean, African American, Euro American  Special Education – students with identified special needs (GATE, IEP)

24. English Reading Performance Ethnic Group – EP Students in Spanish All TWI/DL students groups score higher than their peers in English mainstream in the state (CA=Calif) (Grades 4-8, n=1149).

25. English Reading Performance Students in Korean & Mandarin All TWI/DL students groups score (slightly) higher than their peers in English mainstream in the state (CA=Calif), who score very high. Korean/English: All Korean background (ELL & EP) Korean/English: All Korean background (ELL & EP)

26. Academic Achievement in English - Reading Russian Immersion Students Russian immersion score higher than non-immersion students

27. School Success TWI/DL High School Students’ Attitudes Most students – express positive attitudes that “Learning Through Two Languages..”  made me smarter  helped me to think better  helped me get better grades  gave me more confidence to do well in school Percent Agree 79% 99% 95% 94% Percent Agree 79% 99% 95% 94%

28. School Success TWI/DL High School Students  Less likely to drop out of school than non-TWI/DL peers  More likely to take AP courses  More likely enrolled in higher-level math  More likely pass High School Exit Exam

29. TWI/Dual Language Evidence - Oral Communication Skills  English oral language skills:  Native English and Spanish speakers are orally proficient  Students communicate with teacher/peers & give presentations in grade-level tasks  Spanish oral language skills:  Most native English & Spanish speakers proficient (teacher ratings) or at Intermediate level of proficiency (foreign language test)  Students communicate with teacher/peers and give presentations in grade-level tasks  98% rate themselves as somewhat or very bilingual

31. Communication Skills Attitudes About Bilingualism Most students – express positive attitudes  Appreciate other languages  Important to learn other languages & be bilingual  Enjoy studying through 2 languages and in DL program Percent Agree 98% 99% 95% Percent Agree 98% 99% 95%

32. Advantages & Disadvantages Of Bilingualism/Immersion Program Advantages DISadvantages Can communicate with more/different people Can talk to grandparents, other family Have a better social life, more friends Can help others Improve the world Can translate for others Have more knowledge, intelligence Better future Better job More clients (lawyers, doctors) Make MORE MONEY!!!!! Understand other cultures Easier to learn other languages Can help in emergencies/save a life Watch movies in another language Read books in more languages “Secret” language Impress others More (double) homework Have to translate for parents or others Hard work, tough Time consuming

33. Socio-Cultural Competence Attitudes Toward Others Almost all students – express positive attitudes toward others  Better understanding of others (Target Language speakers, those of other cultures)  More understanding of people different from me – compared to peers  Feel comfortable around people different from themselves

34. Socio-Cultural Competence Cultural Attitudes & Knowledge Most students – express interest in and positive attitudes toward culture because of TWI/DL program/studies  Better understanding of cultures  Greater appreciation for other cultures  Understand aspects of Target culture Percent Agree 95% 90% 93% Percent Agree 95% 90% 93%

35.  My last comment is this; wherever life takes you, being bilingual will always be useful.