Academic achievement and Language Gains of students in the Dual Language (Two-Way Immersion) Program...

Academic achievement and Academic achievement and Language Gains of students in Language Gains of students in the Dual Language (Two-Way the Dual Language (Two-Way

Immersion) Program in Immersion) Program in Arlington Public SchoolsArlington Public Schools

Marleny Perdomo: Foreign Language SpecialistArlington Public Schools, Arlington, VAMinority Student Achievement Network (MSAN) 2008 Madison, WI June 25, 2008

Ser bilingüe abre nuevos mundos

Being bilingual opens you to new worlds

Two-way immersion (TWI) programs integrate language minority and language majority students for all or most of the day, and provide content instruction and literacy instruction to all students in both languages.

Defining Two-Way Defining Two-Way Immersion EducationImmersion Education

Immersion schools offer more than just Immersion schools offer more than just two languages ….we want to develop two languages ….we want to develop each child’s full potential, a lifelong love each child’s full potential, a lifelong love of learning, fluency in both Spanish and of learning, fluency in both Spanish and English, and an appreciation for the English, and an appreciation for the global community.global community.

Growth of Two-Way Growth of Two-Way Immersion EducationImmersion Education

1. Documented success of the model through large-scale research projects (Lindholm-Leary, 2001; Thomas & Collier, 1997, 2002) and several small-scale studies (e.g., Cazabon, Nicoladis & Lambert, 1998)

2. Low academic performance and high drop-out rate among Hispanic students in the United States

3. Global economy—increasing interest in developing multilingualism and multiculturalism in the United States

Possible Motivations for thePossible Motivations for theGrowth of Two-Way Growth of Two-Way Immersion EducationImmersion Education

Benefits of BilingualismBenefits of Bilingualism Positive effect on Positive effect on

intellectual growthintellectual growth Enriches mental Enriches mental

developmentdevelopment More flexibility in More flexibility in

thinkingthinking Greater sensitivity to Greater sensitivity to

languagelanguage Develop better Develop better

listening skills for listening skills for learning other learning other languageslanguages

Improves Improves understanding of understanding of native languagenative language

Chance to Chance to communicate with communicate with othersothers

Understand and Understand and appreciate othersappreciate others

Job opportunities Job opportunities (CAL)(CAL)

Common Misconceptions Common Misconceptions about Bilingualismabout Bilingualism

All bilingual programs are effectiveAll bilingual programs are effectiveIf the school program is not rich and challenging – If the school program is not rich and challenging –

the benefit may be minimalthe benefit may be minimal Raising bilingual kids delays all language Raising bilingual kids delays all language

acquisitionacquisitionIn the early years, it may result in slightly In the early years, it may result in slightly

delayed verbal abilitiesdelayed verbal abilities Bilingualism happens at schoolBilingualism happens at schoolThe decision to raise a bilingual/multilingual child The decision to raise a bilingual/multilingual child

is a is a life long life long commitmentcommitment Students with severe mental retardation may Students with severe mental retardation may

not benefit from bilingual educationnot benefit from bilingual education

Dual LanguDual Language Programs age Programs Criteria for Success-OverviewCriteria for Success-Overview

--Kathryn Lyndholm-LearyKathryn Lyndholm-Leary Focus on instruction Quality language

curriculum Amount of language use Additive bilingual

environment Maintaining classroom

balance Positive classroom

interaction-best practices

Qualified personnel Home-school

collaboration Effective

communication among stakeholders

Established evaluation process

Arlington Public Schools (APS)Arlington Public Schools (APS)Two-Way Immersion Program Two-Way Immersion Program

OverviewOverview

Total student population in Arlington: 18,779 students

Total Immersion Population: 1,209 students

Two elementary, one middle, one high school

Immersion Program coordinated through Foreign Language Office

APS TWI Program DesignAPS TWI Program Design

Two-Way Program ModelBalanced groups of students:

Spanish-dominant and English-dominant

50% of instructional time dedicated to each language

Literacy instruction in each language is provided

APS- Program Design, APS- Program Design, ContinuedContinued

Kinder-5th gradeKinder-5th grade 50% of the “academic day” in Spanish50% of the “academic day” in Spanish Specials (art, music, & PE) in English & SpanishSpecials (art, music, & PE) in English & Spanish 50/50 make up of students in each class50/50 make up of students in each class Spanish: Math, Science & Spanish Language Arts Spanish: Math, Science & Spanish Language Arts English: Social Studies & English Language ArtsEnglish: Social Studies & English Language ArtsGrades 6-8Grades 6-8 3 class periods in Spanish (Spanish, Science, Social 3 class periods in Spanish (Spanish, Science, Social

Studies)Studies)High SchoolHigh School Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for

Immersion studentsImmersion students IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives

APS-TWI ProgramAPS-TWI ProgramEntrance criteriaEntrance criteria

None – based on where student livesNone – based on where student lives After 2After 2ndnd grade, English-only speakers grade, English-only speakers

admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria

Kindergarten is based on lottery, but Kindergarten is based on lottery, but priority categories existpriority categories exist

Francis Scott Key Elementary Francis Scott Key Elementary SchoolSchool

Started as program within school in 1986

Key became an all-Immersion school in September of 1995

Principal: Marjorie L. MyersTotal student population: 591

19981998 Total Enrollment Total Enrollment

K-5 K-5 544544 Ethnic %Ethnic %

– Hispanic - 59%Hispanic - 59%– White - White - 3535%%– Black -Black - 6 6%%– Asian - Asian - 0 0%%

Free and Reduced Free and Reduced

Lunch -Lunch - 5353% % Mobility - high Mobility - high

2/1/20082/1/2008 Total Enrollment Total Enrollment

pK-5 591pK-5 591 Ethnic %Ethnic %

– Hispanic -265-44.8%Hispanic -265-44.8%– White – 269-45.5%White – 269-45.5%– Black - 30- 5.0%Black - 30- 5.0%– Asian - 18 - 3.0%Asian - 18 - 3.0%

Free and ReducedFree and Reduced

Lunch - Lunch - 34.8% 34.8% Mobility - high Mobility - high

Claremont Immersion Claremont Immersion Elementary School Elementary School

Claremont Immersion ESClaremont Immersion ES

A second all-Immersion school, Claremont opened in 2004

Modeled after Key Elementary School

Principal: Cintia Z. JohnsonCurrent Claremont Population: 408

students

Gunston Middle SchoolGunston Middle School

Wakefield HSWakefield HS

Proficiency GoalsProficiency Goals

Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency

End of 3rd gradeEnd of 3rd grade: Junior Novice Mid : Junior Novice Mid End of 5th gradeEnd of 5th grade: Junior Intermediate Low : Junior Intermediate Low End of 8th gradeEnd of 8th grade: Junior Advanced Low : Junior Advanced Low 9th – 12th grade9th – 12th grade: Advanced Low to : Advanced Low to

Advanced HighAdvanced High

Proficiency expectations for elementary and middle school are based Proficiency expectations for elementary and middle school are based on the Center for Applied Linguistics' COPE and SOPA rating scale, on the Center for Applied Linguistics' COPE and SOPA rating scale, 20032003

Proficiency expectations for High School are based on American Council Proficiency expectations for High School are based on American Council on the Teaching of Foreign languages (ACTFL) performance on the Teaching of Foreign languages (ACTFL) performance guidelines, 1999.guidelines, 1999.

Research FindingsResearch FindingsAcademic Achievement

• Both NSS and NES in TWI programs perform as well or better than their peers in other types of programs, on both English and Spanish standardized achievement tests.

• Within TWI programs, native speakers tend to outperform second-language learners, such that NES tend to score higher on English achievement tests and NSS tend to score higher on Spanish achievement tests.

• There is some indication of transfer of content knowledge, as students were sometimes instructed in one language and assessed in the other, and still demonstrated grade-appropriate mastery of the content.

Research FindingsResearch FindingsLanguage and Literacy

• Spanish speakers tend to be more balanced bilinguals than English speakers.

• Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students.

• There is some indication of transfer of literacy skills across languages when orthographies are similar.

Integration of Language Minority and Language Majority Students• Merely grouping students together does not promote

collaboration in and of itself.

• Students are helped by working together in integrated settings. Second language learners acquire vocabulary and syntax, while the native speakers gain greater metalinguistic awareness through their language brokering activities.

• There seem to be differences in peer interaction during Spanish instructional time and English instructional time, both in terms of focus and language use.

Research FindingsResearch Findings

How have we measured How have we measured success of the TWI Program? success of the TWI Program? Studies conducted by outside evaluators

(CAL) Satisfaction surveys conducted at the

district level Program evaluation conducted in 2004 SOL data compiled and analyzed through

Office of Planning and Evaluation Program recognition at local and national

level

Evaluation ToolsEvaluation Tools1) Program Implementation Teacher focus group and teacher survey

2) Language Assessments The Woodcock Johnson Language Battery-Revised The Simulated Oral Proficiency Assessment (SOPA)

3) Academic Achievement Unadjusted data from the Virginia Standards of

Learning assessments (SOL) for all subjects, grades 3, 5 and 8

3) Stakeholder Satisfaction Teacher, Student and Parent satisfaction

questionnaires

Measuring Success of Measuring Success of Students in the Two-Way Students in the Two-Way

Immersion Program Immersion Program

1) Academic Performance as 1) Academic Performance as measured by the Virginia measured by the Virginia

Standards of Learning Standards of Learning Assessment (SOL) Assessment (SOL)

Grade 3, Reading, ELL Grade 3, Reading, ELL Results Results Grade 3 Reading

ELL

6344 48

6078

5359 56

8062

7662

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng

Immersion Non-Immersion

Grade 5 ReadingELL

6048

74 79 72 8069 72 77 77 83

69

020406080

100

2002 2003 2004 2005 2006 2007

% p

assin

g


Grade 5, Reading, ELL Grade 5, Reading, ELL ResultsResults

Grade 8 ReadingELL

67 58 6584 83 88

45 4355 59 57 58

020406080

100

2002 2003 2004 2005 2006 2007

% p

assin

g


Grade 8, Reading, ELLsGrade 8, Reading, ELLs

Grade 3, Reading, ENS Grade 3, Reading, ENS ResultsResults

Grade 3 ReadingNative English Speakers

93949094 92 95 92 8985828386

020406080

100

2002 2003 2004 2005 2006 2007

% p

assin

g



989697 92 96 969489 91 91 90 91

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng




951009594 100 100 8879 80 84 86 88

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng



Grades 3, 5 & 8- Math, ELL Grades 3, 5 & 8- Math, ELL ResultsResults

Grade 3 MathELL

5464 55 56

67 5976 75 83 79 81 82

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng


Grade 5 MathELL

72

40

77 7155

6963 67 65 70 71 77

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng


Grade 8 MathELL

70 75 786460

7086

62 57 6096 95

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng


Grades 3, 5 & 8- Math, ENS Grades 3, 5 & 8- Math, ENS ResultsResults

Grade 3 MathNative English Speakers

100989592 94 98 96 9393948990

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng



938897 97 90 939184 83 86 88 92

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng



10096100100 94 100 818187 94 86 86

020406080

100

2002 2003 2004 2005 2006 2007

% p

assi

ng




2) Language Gains as 2) Language Gains as measured by the Simulated measured by the Simulated Oral Proficiency Assessment Oral Proficiency Assessment (SOPA) and the Woodcock (SOPA) and the Woodcock

Johnson Language Johnson Language Assessment (WLPB-R)Assessment (WLPB-R)

GRADE 3 GRADE 5 GRADE 8English-dominant(n=35)

Spanish-dominant(n=31)

English-dominant(n=27)


English-dominant

(n=9)


Oral Fluency

Grammar

Vocabulary

ListeningComp.

denotes that students’ average score on SOPA sub-test meets or exceeds APS grade-level expectations

SOPA-English Oral Proficiency ResultsSOPA-English Oral Proficiency Results

SOPA-Spanish Oral Proficiency ResultsSOPA-Spanish Oral Proficiency Results

GRADE 3 GRADE 5 GRADE 8English-

dominant(n=35)




English-dominant

(n=9)


Oral Fluency

Grammar

Vocabulary

Listening Comp.

denotes that students’ average score on SOPA sub-test meets or exceeds APS grade-level expectations

WLPB-R-English Reading and Writing Results


dominant(n=35)




English-dominant

(n=9)


Passage Comp.(Reading)

Proofing

Dictation

English BasicWriting

denotes that students’ average score on WLPB-R sub-test meets or exceeds APSgrade-level expectations


dominant(n=35)




English-dominant

(n=9)


Passage Comp.(Reading)

Proofing

Dictation

Spanish BasicWritingdenotes that students’ average score on WLPB-R sub-test meets or exceeds APSgrade-level expectations

WLPB-R-Spanish Reading and Writing

Results



3) Program Implementation 3) Program Implementation Data Source: Satisfaction Data Source: Satisfaction Surveys and Focus GroupSurveys and Focus Group

Program Program IImplementationmplementation--RResuesultslts

Teachers understand goals and are committed to the program.

Instructional time in Spanish is less than 50% of day.

Difficulty maintaining 50/50 balance of English dominant & Spanish dominant students

•Separation of languages for instruction is not strictly maintained.

•Spanish curriculum lacks consistency.



4) Stakeholder Satisfaction 4) Stakeholder Satisfaction Data Source: Teacher, Parent Data Source: Teacher, Parent

and Student Satisfaction and Student Satisfaction Surveys and Focus Group Surveys and Focus Group

ReportReport

Teachers are satisfied

How satisfied are the users and How satisfied are the users and clients?clients?

78% with the model63% with materials56% with time for Spanish Language Arts46% with ways subjects are divided by language38% with professional development36% with mentoring for new teachers

StudentsGrade 5 - 72% like the program

Grade 8 - 13% like the program

Parents

95% of parents are satisfied with:

StakeholderStakeholder Satisfaction Satisfaction

•overall instruction•instruction in English, Spanish•opportunities for parental involvement

72% are satisfied with options for continuation

Effective use of resourcesEffective use of resources

Immersion Students

Proficient in Spanish AND EnglishSOL passing rates meet or exceed non-immersion peer groupNo additional cost to run program

1) Implementation-1) Implementation- Lessons Lessons learned learned 1) Implement consistently2) Re-examine program model, adjust according to

changes in population, language proficiency, academic achievement

3) Create a long-term plan that responds to specific recommendations from program evaluations

4) Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)

5) Keep constant communication with other curricular areas (Lang Arts Connection)

6) Partner with outside agencies (colleges, research institutions)

2) Language Proficiency-2) Language Proficiency- Lessons learned Lessons learned 1) Address differences in achievement between

elementary and middle school (articulation)2) Add or refine Spanish literacy component3) Find assessment tools that measure gains in

both languages (NOELLA)4) Provide training on the teaching of Spanish

as a first and a as second language5) Align English and Spanish language arts

instruction6) Elevate the status of Spanish by promoting

its use among staff and students inside and outside the school

4) Stakeholder Satisfaction4) Stakeholder Satisfaction- Lessons learned - Lessons learned

1) Keep parents informed and engaged2) Respond to teachers’ needs and requests,

include them in the conversation about adjustments needed

3) Survey students to learn how they feel about the program

4) Promote program, “toot your own horn”

What we have changed since What we have changed since our 2004 evaluation our 2004 evaluation

Modified Spanish curriculum Provided more Immersion-specific staff development Provided more Spanish literacy staff development Added time for Spanish instruction at the elementary

level Modified staff development for all teachers (SIOP,

vocabulary-building strategies, guided reading instruction, learning centers)

Aligned program with goals and expectations of the Modern Language Spanish Program

Long-term plan is in line with specific recommendations from program evaluation

Monthly discussions among Immersion principals Constant communication with other curricular areas

Other lessons learnedOther lessons learned Be prepared for changes in population that

may offset the ideal balance Be prepared for changes in the language

proficiency of younger generations Ensure a strong enough base (K level) Set up pre-school classes that can feed into

the elementary program Begin promoting MS and HS program early on Connect with schools overseas (Escuela

Americana partnership) and with the community (OAS)

Advertise, recruit, promote, and…

Keep the dream aliveKeep the dream alivestay stay focused on languagefocused on language

Language instruction must be optimal Bilingualism needs to be celebrated Target language outcomes must be

measured against expected outcomes for students in regular foreign language classroom

Create incentive for students to stay in the program (foreign language seal, high school credit at MS level)

Celebrate becoming bilingual!

TWI Web ResourcesTWI Web Resources

Main TWI page: http://www.cal.org/twi/

Includes links to:– Directory of Two-Way Immersion Programs in

the United States– TWI Bibliography– A FAQ Sheet, which answers frequently asked

questions about TWI– Publications and Resources

Additional TWI Additional TWI ResourcesResources Calderón, M. & Minaya-Rowe, L. (2003). Designing and

Implementing a Dual Language Program: A Step by Step Guide. Corwin Press.

Christian, Donna et als. Profiles in Two-Way Immersion Education. (1997). CAL

Cloud, N., Genesee, F., and Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education. Boston, MA: Heinle and Heinle.

Howard, E. & Christian, D. (2002). Two-Way Immersion 101: Designing and Implementing Two-Way Immersion Programs at the Elementary Level. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity, & Excellence (CREDE).

TWI Web Resources (continued)TWI Web Resources (continued)

Howard, E., Olague, N., & Rogers, D. (2003). The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity, & Excellence (CREDE).

Johnson, Robert K. and Merril Swain. Immersion Education: International Perspectives. Cambridge University Press.

Howard, E., Sugarman, J., and Christian, D. (in press). Trends in Two-Way Immersion Education: A Review of the Research. Baltimore, MD: Center for Research on Education of Students Placed at Risk (CRESPAR).

New Mexico Dual Language Program Standards 2003 (in press)

Todo por los niños…įNuestro Futuro!

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