LEARNING STYLES LEARNING STYLES & BILINGUAL & BILINGUAL PROGRAMSPROGRAMS

INTRODUCTIONINTRODUCTIONTable of ContentsTable of Contents

Statement of ProblemStatement of Problem Review of LiteratureReview of Literature

VideosVideos Statement of HypothesisStatement of Hypothesis

MethodsMethods ReferencesReferences

Statement of the ProblemStatement of the Problem Pedagogical success of the Pedagogical success of the Dual-Dual-

LanguageLanguage and and ImmersionImmersion bilingual bilingual programs is dependant upon how well the programs is dependant upon how well the programs can be programs can be assimilatedassimilated by the by the learnerlearner. .

Assimilation occurs via a student’s Assimilation occurs via a student’s learninglearning stylestyle. How can D-L and . How can D-L and Immersion be modified so that they Immersion be modified so that they appeal to all learners? appeal to all learners?

This inquiry is significant, since student This inquiry is significant, since student success- and conversely, failure- is success- and conversely, failure- is dependant upon linking the correct style dependant upon linking the correct style to compatible learners.to compatible learners.

Gender-specific considerations will also be Gender-specific considerations will also be taken into account.taken into account.

Review of LiteratureReview of LiteratureBilingual Programs (Dual

Language & Immersion)- CONS: The first duty of schools is to teach non-English speaking

children English as quickly as possible, not to maintain the 327 native languages in public schools;

Despite 30 years and billions in federal subsidies, bilingual materials do not abound; Bilingual education segregates children;

Parents prefer ESL, and resist bilingual instruction; Knowledge of who one is and comes from, responsibility to

self, family, community, cannot be taught at school- it is the job of parents;

.

Bilingual Programs- cons:

From 1952 to 1972 funding rose from $8.4 billion to $67.5 billion; educational employees tripled from 1,884,000 to 5,646,000.

“If money alone could buy excellence, the United States should have entered a golden age of public instruction instead of seeing declining standards in many schools.”

Review of Review of LiteratureLiteratureBilingual Programs- pros: Bilingual Programs- pros:

Language inextricably tied to identity and self Language inextricably tied to identity and self worth.worth.

In a global economy, L2, (non-native language) is In a global economy, L2, (non-native language) is less of an advantage and more of a necessity.less of an advantage and more of a necessity.

Multicultural programs should seek to establish Multicultural programs should seek to establish better connection with parents.better connection with parents.

Bilingual programs not meant to last beyond three Bilingual programs not meant to last beyond three years even though acquisition of CALPS requires years even though acquisition of CALPS requires 6 years.6 years.

High self-esteem & positive attitude for other High self-esteem & positive attitude for other cultures cultures

Bilingual education or English instruction?

http://www.youtube.com/watch?v=VwqhL1Hsg7E&feature=relatedhttp://www.youtube.com/watch?v=VwqhL1Hsg7E&feature=related Firefighter boss required to speak Spanish or get demoted!Firefighter boss required to speak Spanish or get demoted!   http://www.youtube.com/watch?v=V_dMr5haTbM&feature=relatedhttp://www.youtube.com/watch?v=V_dMr5haTbM&feature=related Oregon seeking official English legislation; 28 states agree pro Oregon seeking official English legislation; 28 states agree pro

official English. 85% of nations have an official government. official English. 85% of nations have an official government. language; 70% of Americans are pro making English official language; 70% of Americans are pro making English official language of federal government .language of federal government .

  http://www.youtube.com/watch?v=mBiZtU4FLEQ&feature=relatedhttp://www.youtube.com/watch?v=mBiZtU4FLEQ&feature=related Case against bilingual education.Case against bilingual education.   http://www.youtube.com/watch?v=83THWaW82XY&feature=relatedhttp://www.youtube.com/watch?v=83THWaW82XY&feature=related Standardized tests in Spanish versus English!Standardized tests in Spanish versus English! http://www.youtube.com/watch?v=TAPyoHERyfQ&feature=relatedhttp://www.youtube.com/watch?v=TAPyoHERyfQ&feature=related Bilingualism and the brainBilingualism and the brain http://www.youtube.com/watch?v=7Ii0n4aewuE&feature=relatedhttp://www.youtube.com/watch?v=7Ii0n4aewuE&feature=related Lou dobbsLou dobbs

Dual-LanguageProponents:

• Jim Cummins, University of Toronto: “Developmental interdependence Hypothesis”; “Threshold Hypothesis”

Rationale: Second language acquisition is dependant on mastery of native

language skills: First set of skills in L1 easily transferred to L2.

Dual-LanguageOpponents/Cons

Defies “time-on-task” principle: The more time spent on a subject, the

more that subject will be learned Contrary to research demonstrating that

language is best acquired early on in life: If student learning in L1 most of day for

several years, illogical to conclude that will be fluent in L2 when they are older

Structured English ImmersionPros:

Mainstream classroom Teachers specially trained in

bilingual education or ESL training

Visual aids highly recommended Group/paired work highly

recommended Talking among classmates should

not necessarily be seen as threat

Structured English ImmersionCons

ELLs mostly taught in linguistic manner (Pro & Con)

Language that is highly methodic is ineffective

Culturally acceptable element missing from most instructional methods: kits, folders, books, technology

Many children who possess other intelligences labeled Learning disabledADD (Attention Deficit Disorder)Underachievers

StrategiesStrategies Multi-media can accomplish what teacher cannot,

(address all learning styles) Learning style: the natural, habitual, preferred way(s) for an

individual to learn Linguistic & Logical intelligence

Linguistic intelligence ("word smart")Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

Learning styles heavily influenced by culture Several dominant learning styles present in a classroom, likely

HHRR- Statement- Statement

Modifying a bilingual program to the compatible learning styles of ten 3rd graders in P.S. X in Queens, NY, over a grading period, will measurably increase language proficiency in Reading & Writing.

MethodsMethods ParticipantsParticipants

Students : ten 3Students : ten 3rdrd graders, separate boys graders, separate boys from girls for gender-specific learning stylesfrom girls for gender-specific learning styles

Parents: special collaborations – “funds of Parents: special collaborations – “funds of knowledge” knowledge”

InstrumentsInstruments Consent letters to administrators, (principal, Consent letters to administrators, (principal,

assistant principal, parents)assistant principal, parents) Parental Participation FormsParental Participation Forms Research Explanation Document for studentResearch Explanation Document for student

Consent Form- legal Consent Form- legal guardian/parentguardian/parentPublic School APublic School A

Ozone Park, NY 11416Ozone Park, NY 11416

  

October 2010October 2010

Esteemed Parent:Esteemed Parent:

In an effort to assist your child in acquiring English proficiency, Your permission is In an effort to assist your child in acquiring English proficiency, Your permission is requested to present a series of reading sessions tailored to your child’s specific learning requested to present a series of reading sessions tailored to your child’s specific learning style. These sessions will be conducted in your child’s classroom, under the supervision of style. These sessions will be conducted in your child’s classroom, under the supervision of the classroom teacher, and with permission of the principal. Since the classroom teacher, and with permission of the principal. Since ___________________(student’s name) is a ________ (boy/girl), he/she will be placed ___________________(student’s name) is a ________ (boy/girl), he/she will be placed with other boys/girls for English instruction three times a week, for three months. During with other boys/girls for English instruction three times a week, for three months. During the reading sessions, the students will be involved in hands-on activities related to the the reading sessions, the students will be involved in hands-on activities related to the reading, as well as creating large visual crafts about the stories they read. Your child’s reading, as well as creating large visual crafts about the stories they read. Your child’s English skills is expected to increase markedly by the end of this intervention. Please English skills is expected to increase markedly by the end of this intervention. Please indicate below if you consent to this tailored, intensive instruction. indicate below if you consent to this tailored, intensive instruction.

I, the legal guardian of _____________________, give my consent , x___________.I, the legal guardian of _____________________, give my consent , x___________. I, the legal guardian of _______________, do not give my consent, _________x.I, the legal guardian of _______________, do not give my consent, _________x.

  

  

Consent Form- principalConsent Form- principalSara GarciaSara Garcia

0 Barefoot Drive0 Barefoot Drive

Ozone Park, NY 11416Ozone Park, NY 11416

  

September 2010September 2010

  

Principal SoensoPrincipal Soenso

P.S. Alpha & OmegaP.S. Alpha & Omega

Omicron Hill, NY 11417Omicron Hill, NY 11417

  

Esteemed Principal Soenso:Esteemed Principal Soenso:

As part of my thesis, I am required to conduct research: I am requesting to carry out small-As part of my thesis, I am required to conduct research: I am requesting to carry out small-group English intervention sessions among ELL third graders in your school in order to prove group English intervention sessions among ELL third graders in your school in order to prove that their English skills will improve via customized and gender-specific instruction. I will need that their English skills will improve via customized and gender-specific instruction. I will need to take aside 10 students, and segregate them into gender; The groups will comprise not only to take aside 10 students, and segregate them into gender; The groups will comprise not only of exclusive genders, but of children with similar learning styles. Then each group will be of exclusive genders, but of children with similar learning styles. Then each group will be taught according to their two strongest learning styles. This is to be done thrice a week for taught according to their two strongest learning styles. This is to be done thrice a week for three months. After the time period mentioned, students will be formally evaluated in their three months. After the time period mentioned, students will be formally evaluated in their English skills. Let me know if you cooperate.English skills. Let me know if you cooperate.

Sincerely,Sincerely,

  

  

  SGarcia, MSED studentSGarcia, MSED student

Brooklyn CollegeBrooklyn College

Bilingual Education CONS:

Armstrong, Th., 2000; Jones, M., 2006; Porter, R. 1998; Duigan, P. (n.d.); Fillmore, L. (2000); Gallagher, J. 1998; Klein, A., 2008; Mays, L., 2008; Porter, R. 1998; Keng-Soon, S. & Yeok-Hwa, N., 1998; Milian, M. & Pearson, V., 2005; Lombardi, J., 2008;Cofresi, N., & Gorman, A., 2004; Cofresi, N., & Gorman, A., 2004; Fillmore, L., 2000; Gallo, Y., Garcia, M., Pinuelas, L., Fillmore, L., 2000; Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I., 2008; Gallagher, J., 1998.Youngs, I., 2008; Gallagher, J., 1998.

PROS:Hadi-Tabassum, 1999; Christian, D., 1996; Genesee, F., 2000;Cummins, J., (n.d.); Krashen, S., 2003; Sherwood, E., 2007;

“Linguistic Diversity and Classroom Management”, 2003; Cummins, J., 2000Cummins, J., 2000.

REFERENCESREFERENCES

Adams, M., Jones, K., M. (2006). Unmasking the Myths of Structured English Adams, M., Jones, K., M. (2006). Unmasking the Myths of Structured English Immersion: Why We Still Need Bilingual Educators, Native Language Immersion: Why We Still Need Bilingual Educators, Native Language Instruction, and Incorporation of Home Culture. Radical Teacher, 75, 16-Instruction, and Incorporation of Home Culture. Radical Teacher, 75, 16-21.21.

Armstrong, Th. ((2000). Multiple Intelligences. Retrieved from: Armstrong, Th. ((2000). Multiple Intelligences. Retrieved from: www.ThomasArmstrong.com.www.ThomasArmstrong.com.

Chamot, A., & El-Dinary, P. (1999). Chamot, A., & El-Dinary, P. (1999). Children’s learning strategies in Children’s learning strategies in language language immersionimmersion classrooms. classrooms. The Modern Language JournalThe Modern Language Journal, , 8383(3), (3), 319-38. Retrieved April 20, 2010, from Education Full Text database.319-38. Retrieved April 20, 2010, from Education Full Text database.

Christian, D. (1996). Two-Way Immersion Education: Students Learning Christian, D. (1996). Two-Way Immersion Education: Students Learning Through Two Through Two Languages. The Modern Language Journal, 80, 66-76.Languages. The Modern Language Journal, 80, 66-76.

Cofresi, N., & Gorman, A. (2004). Testing and Assessment Issues With Cofresi, N., & Gorman, A. (2004). Testing and Assessment Issues With Spanish-English Bilingual Latinos. Spanish-English Bilingual Latinos. Journal of Counseling and Journal of Counseling and DevelopmentDevelopment, , 8282(1), 99-106. Retrieved from Education Full Text (1), 99-106. Retrieved from Education Full Text database.database.

Cummins, J. (2000). Bilingual Children’s Mother Tongue: Why Is It Important Cummins, J. (2000). Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved from Education Full Text database.for Education? Retrieved from Education Full Text database.

Duigan, P. (n.d.). Bilingual Education; A Critique. Retrieved from: Duigan, P. (n.d.). Bilingual Education; A Critique. Retrieved from: http://www.hoover.org/publications/he/2896386.html?show=essay.http://www.hoover.org/publications/he/2896386.html?show=essay.

Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I. (2008). Crisis in the Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I. (2008). Crisis in the Southwest. Retrieved from Education Full Text database.Southwest. Retrieved from Education Full Text database.

Escamilla, K. (2006). Semilingualism Applied to the Literacy Behaviors of Escamilla, K. (2006). Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-illiteracy or Emerging Spanish-Speaking Emerging Bilinguals: Bi-illiteracy or Emerging Biliteracy?. Biliteracy?. Teachers College RecordTeachers College Record, , 108108(11), 2329-53. Retrieved April (11), 2329-53. Retrieved April 20, 2010, from Education Full Text database.20, 2010, from Education Full Text database.

Fillmore, L. (2000). Loss of family languages: should educators be Fillmore, L. (2000). Loss of family languages: should educators be concerned?. concerned?. Theory into PracticeTheory into Practice, , 3939(4), 203-10. Retrieved from (4), 203-10. Retrieved from Education Full Text database.Education Full Text database.

Gallagher, J. (1998). Multiculturalism at a crossroads. Gallagher, J. (1998). Multiculturalism at a crossroads. The The EducationEducation Digest Digest, , 6363(8), 23-8. Retrieved from Education Full Text database.(8), 23-8. Retrieved from Education Full Text database.

Genesee, F., Cloud. N. (1998). Multilingualism is basic. Educational Genesee, F., Cloud. N. (1998). Multilingualism is basic. Educational Leadership. Retrieved from Education Full Text database.Leadership. Retrieved from Education Full Text database.

Hadi-Tabassum, S. (1999). Assessing Students’ Attitudes & Achievements Hadi-Tabassum, S. (1999). Assessing Students’ Attitudes & Achievements in a Multicultural & Multilingual Science Classroom. Multicultural in a Multicultural & Multilingual Science Classroom. Multicultural Education, no7 (2), 15-20. Retrieved from Education, no7 (2), 15-20. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html

Keng-Soon, S, Yeok-Hwa, N. (1998). Effective English as a Keng-Soon, S, Yeok-Hwa, N. (1998). Effective English as a Second Language Instruction With Interactive Multimedia: Second Language Instruction With Interactive Multimedia: The MCALL Project. Journal of Educational Multimedia and The MCALL Project. Journal of Educational Multimedia and Hypermedia, no7(1), 71-89.Hypermedia, no7(1), 71-89.

Krashen, S. (2003). Why Bilingual Education? Retrieved from Krashen, S. (2003). Why Bilingual Education? Retrieved from http://ericae.net/ericdb/ED403101.htmhttp://ericae.net/ericdb/ED403101.htm

““Linguistic Diversity and Classroom Management”, (2003). Linguistic Diversity and Classroom Management”, (2003). Theory into Practice no4.Theory into Practice no4.

Lonbardi, J. (2008). Beyond Learning Styles: Brain-Based Lonbardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. The Clearing Research and English Language Learners. The Clearing House, no81(5), 219-22.House, no81(5), 219-22.

McGlinn, J., & Parrish, A. (2002). Accelerating McGlinn, J., & Parrish, A. (2002). Accelerating ESLESL Students' Reading Students' Reading Progress With Accelerated Reader. Progress With Accelerated Reader. Reading HorizonsReading Horizons, , 4242(3), 175-89. (3), 175-89. Retrieved April 20, 2010, from Education Full Text database. Retrieved April 20, 2010, from Education Full Text database.

Milian, M., Pearson, V. (2005). Students with Visual Impairments in a Dual-Milian, M., Pearson, V. (2005). Students with Visual Impairments in a Dual-language Program: A Case Study. Journal of Visual Impairment & language Program: A Case Study. Journal of Visual Impairment & Blindness, no99 (11), 715-20. Retrieved from Education Full Text Blindness, no99 (11), 715-20. Retrieved from Education Full Text database.database.

Porter, Pedalino, R. (1998). Twisted Tongues: The Failure of Bilingual Porter, Pedalino, R. (1998). Twisted Tongues: The Failure of Bilingual Education. READ Institute. Retrieved from Education. READ Institute. Retrieved from http://www.gwu.edu/~ccps/pop_billing.html.http://www.gwu.edu/~ccps/pop_billing.html.

Part IV: Glossary. Retrieved from Part IV: Glossary. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.htmlhttp://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html

Serna, C. (2009). Autores Bilingües/Bilingual Authors: Writing within Dual Serna, C. (2009). Autores Bilingües/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires. Cultural and Linguistic Repertoires. Education (Chula Vista, Calif.)Education (Chula Vista, Calif.), , 130130(1), 78-95. Retrieved April 20, 2010, from Education Full Text (1), 78-95. Retrieved April 20, 2010, from Education Full Text database.database.

Sherwood, E., 2007; Education in a Multicultural Society; Retrieved from: http://www.educationupdate.com/archives/2007/NOV/html/spot-profoefelia.html