1. Dual Language A Closer Look at Instruction By: Jennifer Brennan Kyrias

2. What is it? Serves language minority and language majority students in one classroom 50% of students from each language group Supports children in first language (L1) while acquiring a second language (L2) Additive model Evanston model: Two-Way Immersion (TWI) Serves language minority and language majority students in one classroom 50% of students from each language group Supports children in first language (L1) while acquiring a second language (L2) Additive model Evanston model: Two-Way Immersion (TWI)

3. % Language Percentages % K: 90% Spanish, 10% English 1: 80% Spanish, 20% English 2: 80% Spanish, 20% English 3: 70% Spanish, 30% English 4: 60% Spanish, 40% English 5: 50% Spanish, 50% English K: 90% Spanish, 10% English 1: 80% Spanish, 20% English 2: 80% Spanish, 20% English 3: 70% Spanish, 30% English 4: 60% Spanish, 40% English 5: 50% Spanish, 50% English

4. Why Dual Language? To produce bilingual, biliterate, bicultural children It is effective! To produce bilingual, biliterate, bicultural children It is effective!

6. Common Myths About Bilingual Education Children learn second languages quickly and easily The younger the child, the more skilled in acquiring a second language The more time students spend in a second language context, the quicker they learn the language Children have acquired a second language once they can speak it In order to learn English, children should stop using & learning home language Children learn second languages quickly and easily The younger the child, the more skilled in acquiring a second language The more time students spend in a second language context, the quicker they learn the language Children have acquired a second language once they can speak it In order to learn English, children should stop using & learning home language

7. Pieces of an Effective Program: Strong leadership & support: individual, local, district, and community-wide Professional development: individual, local and district administration High-quality, purposefully planned instruction Environment where minority language and culture are highly valued Strong leadership & support: individual, local, district, and community-wide Professional development: individual, local and district administration High-quality, purposefully planned instruction Environment where minority language and culture are highly valued

8. Instruction must include: Connections to social & cultural values and experiences of children Language (WIDA) and content-area standards Development of literacy skills in native language first, then add second language Comprehensible input, sheltered instruction Grade-level content-area instruction Safe, low-risk environment where students’ language and culture are valued ESL instruction embedded in context Fair and appropriate assessment Connections to social & cultural values and experiences of children Language (WIDA) and content-area standards Development of literacy skills in native language first, then add second language Comprehensible input, sheltered instruction Grade-level content-area instruction Safe, low-risk environment where students’ language and culture are valued ESL instruction embedded in context Fair and appropriate assessment

9. Reading Begin with native language guided reading instruction, crossover around 3rd grade or when significantly above grade level Whole group instruction primarily in Spanish for grades K-3 Regardless of language of instruction, reading skills transfer to other language Integrate content area in guided reading Anchor lesson  guided practice  independent practice Assessment: Developmental Reading Assessment (DRA)/Evaluación de Desarrollo del Lenguajo (EDL), Fluency Checks, Unit Tests, Informal Monitoring Use skills from basal, reading series trade book sets, content area trade book sets, Reader’s Theater, Literature Circles Begin with native language guided reading instruction, crossover around 3rd grade or when significantly above grade level Whole group instruction primarily in Spanish for grades K-3 Regardless of language of instruction, reading skills transfer to other language Integrate content area in guided reading Anchor lesson  guided practice  independent practice Assessment: Developmental Reading Assessment (DRA)/Evaluación de Desarrollo del Lenguajo (EDL), Fluency Checks, Unit Tests, Informal Monitoring Use skills from basal, reading series trade book sets, content area trade book sets, Reader’s Theater, Literature Circles

10. Support System K-2 teaching assistants Push-in guided reading teacher PLP/ILP Extended day Fluency tutors K-2 teaching assistants Push-in guided reading teacher PLP/ILP Extended day Fluency tutors

11. Math Fully in Spanish until Grade 4 Reinforce cognates Word wall with word  image 3rd grade English translation of words that aren’t cognates Photocopy & send home English translation packets (for parents to help with homework) University of Chicago Everyday Math Fully in Spanish until Grade 4 Reinforce cognates Word wall with word  image 3rd grade English translation of words that aren’t cognates Photocopy & send home English translation packets (for parents to help with homework) University of Chicago Everyday Math

12. Science & Social Studies Primarily instructed in Spanish Build L2 vocab in ESL, read alouds Integrate into guided reading Depends on resource availability Foss, National Geographic + Hands-on, field trips, build background Word Wall Vocabulary Primarily instructed in Spanish Build L2 vocab in ESL, read alouds Integrate into guided reading Depends on resource availability Foss, National Geographic + Hands-on, field trips, build background Word Wall Vocabulary

13. Writer’s Workshop Primary: Lucy Calkins: Units of Study Intermediate: Ralph Fletcher: Writing Workshop, Lessons for the Writer’s Notebook Grammar embedded in mini-lessons, conferences Native language, some crossover when appropriate - what is the goal? Primary: Lucy Calkins: Units of Study Intermediate: Ralph Fletcher: Writing Workshop, Lessons for the Writer’s Notebook Grammar embedded in mini-lessons, conferences Native language, some crossover when appropriate - what is the goal?

14. Word Walls English: sight words/high frequency words Spanish: Primary: sight words/high frequency words Intermediate: focus on vocabulary; post word lists for common error patterns, ex: b/v Color-code: compound words, cognates, subject area (Spanish) Math: vocabulary + image/example; 3rd grade introduce non-cognates in English to prepare for transition Introduce/teach with purpose Regularly interact with word walls Teach students to refer to them regularly Center activities English: sight words/high frequency words Spanish: Primary: sight words/high frequency words Intermediate: focus on vocabulary; post word lists for common error patterns, ex: b/v Color-code: compound words, cognates, subject area (Spanish) Math: vocabulary + image/example; 3rd grade introduce non-cognates in English to prepare for transition Introduce/teach with purpose Regularly interact with word walls Teach students to refer to them regularly Center activities

15. Cognates/Cognatos on-going instruction To speak Spanish and English is of great importancia It is something you need in any circunstancia I've a method that shows there's a great abundancia Spanish words that you know each and every instancia The words that I've chosen are very didáctico It's a way to learn Spanish that is quite automático Some say I'm a genius, some say I'm lunático But they're wrong, I'm only A Cognate Fanático! Ellis Toussier-Ades Bigio-Antebi Be careful! embarrasada  embarrassed éxito  exit To speak Spanish and English is of great importancia It is something you need in any circunstancia I've a method that shows there's a great abundancia Spanish words that you know each and every instancia The words that I've chosen are very didáctico It's a way to learn Spanish that is quite automático Some say I'm a genius, some say I'm lunático But they're wrong, I'm only A Cognate Fanático! Ellis Toussier-Ades Bigio-Antebi Be careful! embarrasada  embarrassed éxito  exit

16. Lesson Planning SIOP: Sheltered Instruction Observation Protocol Approach for teaching content to language learners in strategic ways that make the subject matter comprehensible while promoting L2 development Also known as SDAIE: Specially Designed Academic Instruction in English SIOP: Sheltered Instruction Observation Protocol Approach for teaching content to language learners in strategic ways that make the subject matter comprehensible while promoting L2 development Also known as SDAIE: Specially Designed Academic Instruction in English

19. Social Structure Place high value on minority language and culture Encourage social and academic crossover interactions Provide many opportunities for language experiences with one another Teach BICS Place high value on minority language and culture Encourage social and academic crossover interactions Provide many opportunities for language experiences with one another Teach BICS

20. Assessment What is objective of assessment, language or content? Reading: Native language (DRA/EDL) Math & Other: Language of instruction with support if needed ISEL (primary), ACCESS, ISAT (intermediate) On-going local assessments What is objective of assessment, language or content? Reading: Native language (DRA/EDL) Math & Other: Language of instruction with support if needed ISEL (primary), ACCESS, ISAT (intermediate) On-going local assessments

21. Resources See complete resource list

22. Summary Dual Language is a worthwhile commitment to make to our children and their futures DL requires time and energy to implement effectively As a former TBE teacher, I have witnessed, firsthand, the effectiveness of DL The social and academic rewards of DL are invaluable Dual Language is a worthwhile commitment to make to our children and their futures DL requires time and energy to implement effectively As a former TBE teacher, I have witnessed, firsthand, the effectiveness of DL The social and academic rewards of DL are invaluable