Dual-Process Theories of Higher Cognition: Advancing the Debate
2005 HACU A Dual-Language Model for Higher Education
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Transcript of 2005 HACU A Dual-Language Model for Higher Education
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A Dual-Language Model for Higher Education
Hispanic Association of Colleges and UniversitiesPhoenix, 2005
Dr. Carmen L. LamboyProf. Luis ZayasDr. Luis BurgosSistema Universitario Ana G. Mendez
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Objectives• Analyze the need for Accelerated Dual Language
education• Discuss the characteristics of the Accelerated Dual
Language model• Share the experience of the implementation &
assessment of the Accelerated Dual Language model• Present services and opportunities to establish
Accelerated Dual Language programs
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Who we areAna G. Méndez University System
School for Professional StudiesAccelerated Learning Program
Dual Language Accelerated Learning
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The Need for Accelerated Dual Language Education
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• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020
Why is Accelerated Dual Language Education Important?
US Bureau of the Census, 2000
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Why is Accelerated Dual Language Education Important?• Purchasing power of Latinos has reached
$700,000 million (US Hispanic Chamber of Commerce)
• Globalization and international trade– Free trade agreements between the United
States and Latin America (México, Chile, Central America, Dominican Republic)
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Why is Accelerated Dual Language Education Important?
• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that they make an
average of $7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE
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Why is Accelerated Dual Language Education Important?
• Latinos represent 15% of the US population-–Only 10% of university students
US Bureau of the Census, 2000
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Why is Accelerated Dual Language Education Important?
• Latino adults have significantly lower university level attainment.
46.4
60.3
10.6
28.1
0
10
20
30
40
50
60
70
High School,Some College
Bachelors orHigher
LatinosNon- Latino
US Bureau of the Census, 2000
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Why is Accelerated Dual Language Education Important?• Latino mastery of the English language
affects access to higher education– 18% of US population speak a language other
than English at home• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not
speak English “very well” (49%)US Bureau of the Census, 2000
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Why is Accelerated Dual Language Education Important?• Financing higher education becomes an
access issue for Latino adults– Lower income forces adults to work full time– Those who study must do so part time
• 51% of Latinos are part time university students compared to 45% of non-Latinos*
*Institute for Higher Education Policy, 2005
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Why is Accelerated Dual Language Education Important?• Conclusion
– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:• Enhancing English skills• Flexible scheduling to combine work, study and
personal responsibilities
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Characteristics of the Accelerated Dual Language Model
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AcceleratedAdapted from Regis University Model
Basic Characteristics
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Accelerated vs Traditional
Traditional3 Sessions
1st Semester
16 1616
2nd Semester Summer
Aug AugMayMayJanDec
Weeks Weeks Weeks
Accelerated9 Sessions
5 55 555 55 5
Weeks Weeks Weeks
Aug Dec Jan May May Aug
Classes meet once a week for 4 hours
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Accelerated•9 enrollment opportunities
•Students concentrate on two classes at a time
•Students can take up to 18 credits per semester
•Scheduling flexibility during the semester
Traditional•3 enrollment opportunities
•Students must work with 6 courses at once
•18 credits requires daily attendance
•Cannot stop-out during the semester
Accelerated vs Traditional
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Modules - Study Guides
• All registered students have access to their class module
• The module serves as a study guide which allows facilitators and students to plan and make better use of their time
• Include course objectives, expectations, activities and assignments
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Recognition of Prior Learning No time limitation on transfer of
credits Except courses with high technology or
psychomotor skills
Recognition of studies in foreign countries (credits and degrees)
Credit for Prior Learning Credit by exam Portfolios
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Dual Language
Theoretical Background
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Bilingualism
Additive Bilingualism
Subtractive Bilingualism
Dual LanguageImmersion
Transitional
1st Model 2nd Model
Bilingual Alternatives
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Why Dual Language and not Transitional?
• Cultural alienation and uncertainty often result in transitional programs. (Valdes, n.d.).
• Additive models develop social and academic language. (Krashen, 1991; Sosa, 1993; Genesee, 1987; Harley, et al., 1990).
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Why Dual Language and not Transitional?
• Dual Language Programs are effective in developing academic competence in all of the students.
• Additive programs demonstrate academic progress and fluency in both languages. (Lindholm and Gavlek, 1994)
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Why Dual Language and not Transitional?
• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to real-life
goals– includes experiential or hands-on activities– spirit of collaboration and peer interaction
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Our ModelDual Language Discipline Based
Immersion Program
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Our Mission - Our Model
ProfessionalProficiency
Fluency•Social•Personal
Use of both languages and both cultures for professional proficiency.
L2L1
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Definition• A Dual Language
Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.
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Confidently
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Conceptual Interpersonal Communication
Professional Competencies
SKILLS
Language
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Professional CompetenciesConceptual Skills:
1. Generate Ideas2. Create Projects3. Analyze/Interpret
Data4. Critical Thinking5. Synthesis
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Professional CompetenciesLanguage Skills:
1. Spelling & Grammar2. Translates3. Summarizes Information4. Use of Varied
Vocabulary5. Technical Jargon6. Reads & Understands
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Professional CompetenciesCommunication Skills:
1. Making Coherent Presentations (reports, proposals)
2. Support Opinions3. Express Ideas
(hypothetical & situational)
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Professional Competencies
Interpersonal Skills1. Team-work 2. Interpersonal
Interaction
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Conceptual Skills #1 Generate ideas
A DLP will generate ideas in order to solve problems
effectively
After analyzing two classroom situations- one in
English and one in Spanish- the students will
develop strategies and action plans in the corresponding language
MA ESOL – Generate Ideas
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Five Basic Elements
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1. Development of both languages through coursework
• Undergraduate requirements of 12 credits both languages
• Four-level language development sequence:– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language skills not at college level
– First year (Credit, required): first year college requirement
– Second year (Credit, required): reading and writing skills needed by the dual language professional
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English:Accuplacer (College Board): selection of items
targeted to model’s language curriculum
2. Placement testing - Computerized testing for immediate grading and data collection
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2. Spanish: SUAGM Placement test for native speakers S-CAPE for Spanish as a Second Language Speakers
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3. Use of both languages in all content courses
• Strictly follow 50/50 formula
• Modules– Specify language to be used in each workshop,
assignments and evaluations
– General information in both languages
– Workshops in the language that will be used in that workshop
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3. Use of both languages in all content courses
• Faculty MUST use Monolingual Delivery
• “Sheltered environment” for students– May ask questions in language of choice but will
get answers in workshop language
– Assignments and evaluations MUST be in the language specified
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4. Computerized language lab for skill development
• Open lab for language and basic skills development
• Faculty may arrange to bring their classes
• Exercises developed in-house complemented by other software
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5. Bilingual faculty and staff• Staff speaks, reads and writes both languages
• All faculty is bilingual, including those teaching language courses
• Faculty and staff model a dual language professional and provide “sheltered environment”
• Continuous Professional Development
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The Orlando Experience
Activities, Accomplishments and Lessons Learned
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Metro Orlando University Center(MOUC)
• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)
• Enrollment growth – 152 - Academic year 2003– 626 – Academic year 2005
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Student Profile• Female (78%)• Age: 25-29 yrs. (26%) 40 > (23%) Average: 33 yrs. old• Family Size: 2-3 members (52%)• Single (57%)• Family Income: $25,000> (68%) Average: $47,629
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Metro Orlando University Center(MOUC)
• Faculty– 121 Certified bilingual facilitators– 80 certified as Module Preparation Specialists– Professional Development 2003-2005:
• 42 sessions• 828 attendees
• 301 bilingual modules
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Assessment: A Research Model for Program Effectiveness
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Assessment Components• Student Representative Meetings• End of Course Evaluations• External Peer Reviews• Language Placement Testing and Post-testing • Student Achievement of Program Objectives
(Midpoint and Capstone Courses)• Continuous Assessment of Program Activities
(Evaluation of Staff and Faculty Development)• Evaluation of Student Portfolios
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Student Representative Meetings • Three meetings held (one per part-of-term)• Focus groups to gather student feedback• Response to student feedback:
– Workshops offered in study skills and computers– Library hours extended– Tutorial services offered (English, Mathematics,
Spanish, and Accounting)– Faculty development– Others
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End of Course Evaluations 2005
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End-Of Course Evaluations• Student Satisfaction Survey• Completed every 5 weeks • Scale:
– A Totally Agree– B Agree– C Partially Agree– D Disagree– F Totally Disagree
• Reported in percentages
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5561
2526
128
4 3 4 20
10
20
30
40
50
60
70
A B C D F
MODULESRESOURCES
Instructional Resources
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8795 94
93
3 2 1 1 1 0 0 1 1 2
0102030405060708090
100
A B C D F
ClassManagementGroupInteractionsStudentEvaluation
Faculty and Classroom
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1159
84
ABCDF
Facilities
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90
71 1 1
ABCDF
Self-Evaluation Language Confidence
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External Peer ReviewsAnnual Review by Regis University ColleaguesVisits by Middle States Accreditation Teams
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Regis UniversityDecember 2004
• “The bilingual immersion model of MOUC is in place with both the English and Spanish languages in all curriculum and in-class facilitation conducted by faculty and students.”
• “It is certain that MOUC will surely serve as a model to other bilingual programs developed in the future by institutions around the world, and great diligence is being given to the collection, measurement, and study of program model data.”
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Middle StatesMarch 2005
• “The AHORA program is provided to students and at
Orlando there is an important Dual Language Program
for Adults that serves the need of the population and the
community that they serve. As is evident in Puerto Rico,
the Orlando branch has a dedicated, hard working
faculty and staff committed to the student body it serves.
The faculty and staff are qualified and bilingual and the
branch is headed by a strong, qualified administrative
team.”
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Language Placement Testing • 759 tests administered through ACCUPLACER
1st. Year English 479 (63%) Developmental I 96 (13%)
Developmental II 67 ( 9%) Immersion 117 (15%)• 652 tests administered through UT Placement
Test 1st. Year Spanish 206 (32%)
Developmental I 446 (68%)• 10 tests administered through S-CAPE
1st. Year Spanish 10 (100%)
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Student Achievement of Program Objectives
(Midpoint and Capstone Courses)• Faculty experts prepare assessment
instruments that measure achievement of program objectives in both languages
• Instruments will be administered to students and program mid-point and capstone courses
• Pilot in three program mid-points in 2006
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32 Graduates – June 200532 Graduates – June 2005
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What is AGMUS Ventures?
WHO ARE WE?WHAT DO WE DO?
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What is AGMUS Ventures?• Joint venture of Ana G. Méndez University System
(Puerto Rico) and Regis University (Colorado)• AGMUS Ventures created to develop educational
services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin America
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Services and products
• Develop new sites for implementation of dual language education model
• Provide administrative services for institutions wanting to develop this model at their sites
• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others
• Develop materials needed for implementation of the model
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Contact InfoCarmen Lamboy, [email protected]
Luis Zayas, [email protected] Burgos, [email protected]
Metro Orlando University Center(407) 207-3363
5601 S. Semoran Blvd.Orlando, FL 32822