Bilingual Program Structure Training

Equity Assistance Center (EAC) Region II

Office of Supplemental Education Programs

June 10 and 11, 2014 Day 1

Presenters: Patricia M. Herbert, Senior Research

Associate at the Equity Assistance Center Region II

Kenneth Bond, Bilingual/ESL Specialist at the NJDOE, Office of Supplemental Educational Programs

Equity Assistance Center The Equity Assistance Center assists states,

districts, and school systems to effectively address the problems of desegregation based on race, sex, and national origin that have an impact on student achievement and equal educational opportunity.

Funded by the U.S Department of Education, the EAC provides technical assistance to states and school districts in New York, New Jersey, Puerto Rico, and the Virgin Islands to effectively address the equity issues which affect student achievement and opportunity.

Baggage Claim

Pack your bag by writing 1 interesting thing about yourself and 1 goal for our work together.

When the music starts, get up and move to the music. When the music stops, find a partner.

Share what is in your bag. When the music starts again, you must exchange bags, and move to the music.

When the music stops, find a new partner. Explain that you have the wrong bag, and proceed to tell who the bag belongs to and what is in the bag.

Workshop Objectives Participants will be able to apply research

to create a vision for bilingual education in their district.

Review of New Jersey Bilingual Education Guidelines

Competing Perspectives Competing theoretical perspectives regarding

relative effectiveness of programs English Immersion

faster English proficiency faster access to core curricular content

Two-language programs better second language development (transfer) no loss of academic content while learning new

language. (Reardon et. al)

Language Assistance Programs Full-time Bilingual Program with ESL support Dual Language Bilingual (two-way) Alternative programs that use students’

native-language for instruction (Bilingual Part-time, Bilingual Tutorial, Bilingual Resource)

Alternative programs that are English-based (High-Intensity ESL, Sheltered Instruction)

ESL-Only English Language Services (ELS)

Full-Time Bilingual Program with ESL Support

Full-time program of instruction in all subjects

which a child is required by law or rule to receive, administered in the native language of the limited English proficient student and

also in English.

A bilingual program must be provided when there are 20 or more limited English proficient students in any one language classification

enrolled within the school district.

Dual-Language Bilingual (two-way)

Full-time program of instruction that

provides structured English language instruction and instruction in a second language in all content areas for LEP students and for native English speaking students enrolled in the program.

Alternative Programs that use Students’ Native-Language

An alternative program of instruction for bilingual students in districts where there is no full-time

bilingual program available. Alternative program options are: Bilingual Part-time Bilingual Resource Bilingual Tutorial

Example: Native-Language Alternatives Part-time Bilingual Program Students are mainstreamed in English program

classes but receive daily instruction in mathematics and reading by a certified bilingual teacher.

Example: School district with approximately 30 bilingual

Spanish students, 30 bilingual Portuguese students and two bilingual-certified teachers offers a part-time pullout bilingual resource room.

Students receive a minimum of one period of developmental reading instruction and support in math from the bilingual teacher, in addition to their regular ESL instruction.

Alternative Programs that are English-Based

An alternative program of instruction for bilingual students in districts where there is no full-time

bilingual program available. Alternative program options are: High-Intensity ESL Sheltered Instruction

Example: English Based Alternatives High-Intensity Example: School district with approximately 25 bilingual

Spanish students and three ESL teachers offers high-intensity ESL. Students receive two class periods of ESL instruction. The teachers provide push-in instruction for content area classes and daily pull-out instruction for ESL.

Sheltered English Instruction Example: Sheltered English classes are taught by regular

classroom teachers who have received training on strategies to make subject area content comprehensible for LEP students. Students also receive 1 period of ESL-per-day.

Anticipation Guide

Anticipation Guide Draw upon prior knowledge Recognize the effects of one’s own point of

view in formulating interpretations of texts Engage all students in the exploration of new

information by challenging them to critically think about what they know or think they know about a topic.

Set a purpose for reading, even for those students who initially may not be engaged by the topic.

Anticipation Guide

Anticipation Guide

A D

In pairs, discuss the anticipation guide and make some guesses about possible responses. Talk about why you think your answers make sense.

Research on Bilingual Education

RESEARCH SHOWS:

Home Language Advantages ELs with advanced levels of

competence in certain aspects of the home language demonstrate superior achievement in English literacy compared with ELs with lower competency in home language abilities

Neurocognitive Advantages Advanced levels of bilingual

competences are associated with cognitive advantages in “executive control process” or ability to: 1. focus attention when potentially

conflicting information 2. select relevant over irrelevant

information 3. switch strategies when situation not

forthcoming

Promote high levels of academic

achievement in all curricular areas and full proficiency in both home language & English for academic purposes

*If master grade level curriculum in home language, usually decrease achievement gap & often outperform EOs.

Developmental / Maintenance /Late Exit Programs

For L1 & L2 development of ELs Second language learning is a

challenging & lengthy process Second language learning results in

only partially learned English & exhibiting substantial errors in primary language

Two-way program students lag behind EOs in primary & normally catch up by 5th grade

For length of time to become proficient

A minimum of 2-5 years for advanced proficiency in oral English, regardless of program type.

Bilingual program students learned English faster than those in EO programs *Little research on native language

proficiency

With increased oral proficiency in English, ELs

1. Use more English and therefore learn even more oral English

2. Interact more frequently with EOs & therefore learn more English

3. Use more complex language-learning strategies, particularly integrating with others & will monitor their own learning

4. Display wider variety of language skills, including academic use of language, higher order question & definitional skills

“similar” finding for ELs & EOs Both influenced by: oral proficiency phonological ability metacognitive skills linked to

reading

For Literacy & Bilingual Development

For ALL students to learn to read English

Minimum oral proficiency necessary With oral proficiency, achieve greater success in

reading Oral proficiency most important in later stages

of reading acquisition Diversity & depth of vocabulary knowledge Understanding story structure & strategies for

constructing meaning from text

“Studies indicate that, given effective programs, ELs can acquire reading & writing skills in English that are virtually comparable to those of EO students, and at the same time, they acquire strong reading & writing skills in Spanish.”

(Lindholm-Leary & Genesee, 2010)

For reading and writing development in DL programs

ELs made good progress in both languages & developed high-level reading & writing skills Meeting or exceeding grade level norms Narrowing the achievement gap (by grade 5) Achieving same grade level of writing scores

in 6th for both English & Spanish (writing had more mechanical errors)

What research says about program models…… The chart on the following slide represents

a study conducted by Thomas and Collier comparing the effectiveness of programs for English learners.

More English instruction does not lead to higher

achievement in English

Research shows Bilingual education results in higher English achievement

Increased amount of exposure to English has not resulted in increased achievement for ELs

In 50/50 vs. 90/10 bilingual programs, ELs in 50/50 (more English) did not achieve higher levels in English, but rather Both programs developed high

levels of oral proficiency 50/50 achieved higher in early

grades, while 90/10 were comparable in later grades

Research shows A benefit of bilingual education over English

Only instruction ELs may achieve higher than ELs in EO

mainstream classes ELs with extended programs outperform

ELs with short-term bilingual instruction

…there is no one best model that will serve all English Learners at all times. Rather, they point out the importance of providing services for English learners that consider the community context, needs of students to be served, and the resources that are available for implementing the program.

Lindholm-Leary and Genesee

SFUSD EL Pathway Study Roughly 18,000 ELL students who entered

kindergarten in SFUSD from 2002-2010. Regression analyses (event history and

growth modeling) of associations between pathways and student outcomes.

SFUSD EL Pathway Study Key Findings: Two-language programs may result in longer

times of EL status Remaining an EL longer is not associated with

inferior outcomes overall EL students in two-language programs have a

higher long-term likelihood of becoming proficient in English, meeting an academic ELA threshold, and being reclassified

EL status should be designed such that it does not inhibit full access to rigorous content and interaction with English-speaking peers.

(Umansky & Reardon, 2014)

Rethinking the Anticipation Guide Answer the “after” section of the

anticipation guide questions

Bilingual Academic Language Development

Focus on language What does it take for a

student, any student, but especially an ELL, to

accomplish the following task?

Think, Pair, Share

Compare properties of two functions each represented in a

different way (algebraically, graphically, numerically in tables,

or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented

by an algebraic expression, determine which function has the

greater rate of change.

understand algebraic, graphical, and numerical representations,

listen to and understand descriptions, discuss the functions with peers and

teacher express comparative information and

results work verbally through the problem under

the guidance of the teacher and peers, express his or her understanding through

language, accompanied by graphs and equations or tables of values.

What does this demonstrate?

Thinking and language are intimately intertwined.

Language as action perspective: Strategy: 3W’s (What I Read, What’s in My

Head, What My Partner Said) Text: Excerpt from Language and the Common

Core Standards, van Lier and Walqui, Understanding Language website

Scaffolding A programmatic perspective

Programming for the Needs of Students Scaffolds Buttresses

Who are your students? Think about...

language(s) used at home with attention to oral and written expertise in those languages,

levels of English language development (reading, writing, listening, speaking),

learning disabilities, prior schooling, relevant cultural information, any other relevant information you may have

on your ELLs. (Hamayan & Freeman-Field, 2006)

Scaffolding Scaffolds need to be provided at a

systems level. Student that have lower levels of

proficiency, formal education, and first language literacy need programs that provide scaffolds to allow them to build content.

As students finish building knowledge in certain areas, scaffolds should be removed.

WIDA Proficiency Levels

Program Scaffolds Small class sizes Bilingual instructional aide Extended day/ year Specialized curriculum Bilingual counselors Bilingual social workers Etc.

Academic Discourse Students learn by creating ideas as they state their

own ideas, and draw out their partner’s ideas. Students learn by clarifying ideas to make sense of

their previous statements and elaborate on their views with specific explanations.

Students learn by fortifying ideas. They build the conversation by providing real life examples and evidence from the text.

Students learn by negotiating ideas to build consensus and discuss points of disagreement (Zwiers et al., 2014).

Question Which program scaffolds are most

relevant for your district?

Are there any areas where you are providing a buttress instead of scaffolds?

Are there any areas where you are not providing enough scaffolds?

Vision for Biliteracy

Vision Statements A vision statement is…

focused on future potential, the “north star” of a program, inspirational, and succinct.

Consensus Building Activity If you do not already have an official

vision statement for biliteracy in your district, what does the staff see as the de facto vision?

If you do have a vision statement for biliteracy in your district, is it currently functioning as the “north star” of your program?

Vision for Biliteracy Take time to word-smith a vision

statement for biliteracy in your district.

Think about the following examples…

Vision Statement Examples Smithsonian: Shaping the future by preserving our heritage,

discovering new knowledge, and sharing our resources with the world (17)

VFW: Ensure that veterans are respected for their service,

always receive their earned entitlements, and are recognized for the sacrifices they and their loved ones have made on behalf of this great country. (32)

Creative Commons: Our vision is nothing less than realizing the full potential of the Internet — universal access to research and education, full participation in culture — to drive a new era of development, growth, and productivity. (33)

Create a Commercial

In groups, write a 1 – 2 minute commercial to explain your vision for biliteracy.

You can… write a jingle create a skit or present an infomercial.

References Beeman, K. And Urow, C. (2012).Teaching for Biliteracy in the United States: Strengthening

Bridges between Languages Philadelphi, PA: Caslon Publishing.

Hamayan, E. V., & Freeman, R. D. (2006). English language learners at school: a guide for administrators. Philadelphia, Pa.: Caslon Publishing.

Lindholm-Leary, Kathryn and Genesee, F. Alternative Educational Programs for English Learners, IN Improving Education for English Learners: Research-Based Approaches. California Department of Education: Sacramento

Menken, K., & Garci ́a, O. (2010).Negotiating language policies in schools educators as policymakers. New York: Routledge.

Reardon, S., Umansky, I., Valentino, R., Khanna, R., & Wong, C. (2014).Differences among instructional models in English learners' academic and English proficiency trajectories. Stanford: San Francisco Unified School District/ Stanford Research Partnership .Freeman-Field ELL Institute

Umansky, I., & Reardon, S.F. (2014). Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms. - See more at: http://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms#sthash.F4H4eCLQ.dpuf

Zwiers, Jeff, Susan O’Hara, and Robert Pritchard (2014). Common core standards in diverse classrooms: essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse