1.Strategic Use of Two Languages Webinar -- January 22, 2014 Olivia Mulcahy, Illinois Resource Center

2. Housekeeping Check speakers Find raise hand icon Chat feature Technical questions2Strategic Use of Two Languages, Mulcahy, IRC, 2014 3. Strategic Use of Two Languages plan what language should be used for whatpurpose so as to reach deeper levels of academic language. identify when the bridge (explicit teaching for transfer) between two languages should occur explore how to create bilingual units of study using the strategic, rather than random use of Spanish and English.3Strategic Use of Two Languages, Mulcahy, IRC, 2014 4. Pause to Reflect Weigh in on apoll In what type ofinstructional setting do you work? Share an Insight Pose a Question 4Strategic Use of Two Languages, Mulcahy, IRC, 2014 5. Analyze: Bilingual programs linguistic goals and variety of intended/actual learners EDUCATION OF LANGUAGE LEARNERS MODEMODELPROGRAMSBILINGUALTwo-Way Immersion One-Way Immersion DUAL (Developmental Bilingual LANGUAGE Education) One-Way Immersion (World Language Immersion) BILINGUAL 5Transitional Bilingual Education (TBE)Strategic Use of Two Languages, Mulcahy, IRC, 2014STUDENTS SERVEDLINGUISTIC PROGRAM GOAL 6. Analyze: Monolingual programs linguistic goals and variety of intended/actual learners EDUCATION OF LANGUAGE LEARNERSMONOLIGUALMODE6MODELPROGRAMSENGLISH AS Transitional Program of A SECOND Instruction (TPI) LANGUAGE* WORLD LANGUAGEWorld Language FLES or FLEXGENERAL EDUCATIONGeneral Program of Instruction (For ELLs, English submersion)Strategic Use of Two Languages, Mulcahy, IRC, 2014STUDENTS SERVEDLINGUISTIC PROGRAM GOAL 7. Pause to Reflect Weigh in on a poll Share an Insight What relevance7does the conversation about strategic use of two languages have in monolingual programs? Strategic Use of Two Languages, Mulcahy, IRC, Pose a Question 2014 8. Elements of Programs for ELLs TPITBE ESL Scaffolded Content in English History and Culture of US and Home Country LOTE* Supports8DL ESL Scaffolded Content in English History and Culture of US and Home Country (Scaffolded) Content in LOTE LOTE developmentStrategic Use of Two Languages, Mulcahy, IRC,*LOTE= English 2014 ESL Scaffolded Content in English History and Culture of US and Home Country (Scaffolded) Content in LOTE Robust LOTE Development toward balanced biliteracyLanguage Other Than 9. Programmatic support of bilingualism and biliteracyTPI9TBEStrategic Use of Two Languages, Mulcahy, IRC, 2014DL 10. Instructional contexts SelfContainedDepartmenta Pull-out lizedHistory and Culture of US and of Home Country ESL Scaffolded Content in EnglishScaffolded Content in LOTE LOTE development LOTE supports 10Strategic Use of Two Languages, Mulcahy, IRC, 2014Push-inTeam Teaching 11. Pause to Reflect What beliefsabout language and language learners ground you and guide you? Weigh in on a poll Share an Insight Pose a Question 11Strategic Use of Two Languages, Mulcahy, IRC, 2014 12. Challenging Common Myths About Young English Language Learners By Linda M. Espinosa, Foundation for Child Development, Policy Brief, Advancing PK-3, January, 2008http://fcdus.org/sites/default/files/MythsOfTeachingELLsEsp inosa.pdf Strategic Use of Two Languages; IRC, Mulcahy, 2014 13. Conclusions: Bilingualism 1.All young children are capable of learning two languages. Becoming bilingual has long-term cognitive, academic, social, cultural, and economic benefits. Bilingualism is an asset. - Espinosa, 2008 Strategic Use of Two Languages; IRC, Mulcahy, 2014 14. Conclusions: Home language 2.Young ELL students require systematic support for the continued development of their home language.3.Loss of the home language has potential negative long-term consequences for the DLL childs academic, social, and emotional development, as well as for the family dynamics. Strategic Use of Two Languages IRC, Mulcahy, 2014- Espinosa, 2008 15. Conclusions: Programs 4.Teachers and programs can adopt effective strategies to support home language development even when the teachers are monolingual English speakers.5.Dual language programs are an effective approach to improving academic achievement for ELL children while also providing benefits Strategic Use of Two Languages; IRC, Mulcahy, to native English speakers. 2014 - 16. Conclusions: Parents Hispanic Spanish-speaking children enter Kindergarten with many social strengths that are the result of positive parenting practices that need to be acknowledged and enhanced. 7. Hispanic parents value highquality early education and will enroll their young children if programs are affordable and accessible. Strategic Use of Two Languages; IRC, Mulcahy, 6.2014- Espinosa, 2008 17. Benefits of being bilingual Cognitive Academic Social / Cultural EconomicStrategic Use of Two Languages; IRC, Mulcahy, 2014 18. Bilingualism in the Mainstream Media How the Brain Benefits from Being Bilingual (Time, 2013)New Study Shows Brain Benefits of Bilingualism (NPR, 2013) 18Strategic Use of Two Languages, Mulcahy, IRC, 2014Why Bilinguals are Smarter (The New York Times, 2012) 19. Pause to Reflect Weigh in on apoll Share an Insight What isresonating for you? Pose a Question 19Strategic Use of Two Languages, Mulcahy, IRC, 2014 20. Strategic use of two languages Knowing our students Planning for language use Integrating literacy and content-area20instruction Beginning with concrete activity Moving from concrete to abstract Reading and writing comprehensible text Making cross-linguistic connections through the bridge Strategic Use of Two Languages, Mulcahy, IRC, 2014 Beeman and Urow, 2013 21. Knowing our students and their assets LanguageBackground CultureLearner Profile Other Demo.Strategic Use of Two Languages; IRC, Mulcahy, 2014Home (Native/Heritage) Language(s) Preferred Language(s) for Different Purposes Stage of English Development Stage of Home (Native/Heritage) Language Development Country of Origin/Heritage Immigrant or U.S. Born Length of Time in U.S. Socio-Political Context (Refugee/Asylee?) Ethnic Culture Family Culture Religion Level of Acculturation to U.S. Formal Education Experience Learning Style Communication Style Aptitudes and Abilities Personality and Interests Race/Ethnicity Age Socio-Economic Status Gender Identity Sexual Identity 22. Planning for Language Use Programmatically (gradelevels, vertical alignment) Instructionally (classroom level, differentiated by language development) Teachers use of Language inthe classroom Students use of Language in the classroom 22Strategic Use of Two Languages, Mulcahy, IRC, 2014 23. WIDA ELD Standards: 2012 AmplificationLanguage Learners and Language Learning; IRC, Mulcahy, 2014 24. WIDA Spanish Language Development Standards StandardAbbreviationSpanish Language Development Standard 1Emergent bilinguals communicate for Social and Instructional purposes within the school settingSocial and Instructional LanguageSpanish Language Development Standard 2Emergent bilinguals communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsSpanish Language Development Standard 3Emergent bilinguals communicate information, ideas and concepts necessary for academic success in the content area of MathematicsThe language of MathematicsSpanish Language Development Standard 4Emergent bilinguals communicate information, ideas and concepts necessary for academic success in the content area of ScienceThe language of ScienceSpanish Language Development Standard 5Emergent bilinguals communicate information, ideas and concepts necessary for academic success in the content area of Social StudiesThe language of Social Studieshttp://www.wida.us/standards/sld.aspx 24Strategic Use of Two Languages, Mulcahy, IRC, 2014 25. WIDA Spanish Language Arts Standards 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanishspeaking societies. Rationale: Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements, and numerous other materials. Using strategies for constructing meaning before, during and after reading wil l help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life.A. Apply reading strategies to improve understanding of Spanish printed text EARLY ELEMENTARYLATE ELEMENTARY1.A.1a Demonstrate understanding of concepts of print (e.g. parts of a book, title, author, left-right tracking, topbottom). 1.A.1b Apply word analysis skills, (e.g., Spanish phonics including phonemic awareness, letter-sound correspondence, spelling patterns, syllabification, diphthongs, syllable juncture, accent marks, dirisis, and tildes) to decode new words.1.A.2a Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding. 1.A.2b Apply word analysis skills to decode and comprehend unfamiliar words.25MIDDLE/JUNIOR HIGH SCHOOL1.A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).Strategic Use of Two Languages, Mulcahy, IRC, 2014HIGH SCHOOL1.A.4b Identify and analyze Spanish word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development. 26. Pause to Reflect Weigh in on a poll Do you reference26WIDA standards regularly in your planning and formative assessment? Share an Insight Pose Two Languages, Mulcahy, IRC, a Question Strategic Use of 2014 27. Program Design Considerations Content Allocation How is content organized within and across thecurricula? How much time is needed for each subject area? Language Allocation What (subject areas, units, lessons) will be taught inEnglish, in the LOTE? Across the grades? TBE planned at program level, ultimately determined closer to the individual student level DL determined at the program level Resource Allocation Staff Materials Supports (TPI supports in the LOTE?) 27Strategic Use of Two Languages, Mulcahy, IRC, 2014 28. FAQs on Language Use How long do they need native languageinstruction? How can I support LOTE development if I dontspeak it myself? Is Code-switching ok?28Strategic Use of Two Languages, Mulcahy, IRC, 2014 29. How much NL do they need? Depends on how we define College and Career ReadyNot surprisingly, "the need to understand other cultures and languages" was identified by Daniel Yankelovich as one of five imperative needs to which higher education must respond in the next ten years if it is to remain relevant. "Our whole culture," Yankelovich says, "must become less ethnocentric, less patronizing, less ignorant of others, less Manichaean in judging other cultures, and more at home with the rest of the world. Higher education can do a lot to meet that important challenge. 30. Ideas for LOTE use in the monolingual classroom: LOTE versions of text books available for30reference Lending library of trade books in the LOTE Native language tutors Guest speakers/readers of LOTE Time/space for students to discuss, respond, brainstorm with each other in LOTE Students draft essays in their native language (Danling Fu) Student partners create co-authored bilingual books (Jim Cummins) Partnering with ethnic/cultural orgs that provide Strategic Use of Two Languages, Mulcahy, IRC, 2014 Saturday school to coordinate themes/share 31. Pause to Reflect Weigh in on apoll Share an Insight What are yourthoughts on code-switching? Pose a Question 31Strategic Use of Two Languages, Mulcahy, IRC, 2014 32. A rule of thumb on Codeswitching Code-switching isnormal for bilingual learners and is to be expected, but the mixing of languages by the teacher in an academic setting poses problems. (Beeman and Urow, 2013) 32Strategic Use of Two Languages, Mulcahy, IRC, 2014 33. Beginning a biliteracy unit Unit begins in one language33(LOTE) stays in this language until the Bridge Builds on students linguistic and cultural assets Engaging, multimodal, experiential Highly comprehensible, concrete activity Focus on developing academic oracy and background Strategic Use of Two Languages, Mulcahy, IRC, knowledge 2014 Beeman and Urow, 34. Moving from Concrete to Abstract [The teacher] knows that because of the great variety of linguistic, cultural, and academic backgrounds that her students bring to class, she must start with a highly comprehensible, concrete activity in order to create a comprehensible context for reading and writing. Beeman and Urow, 2013Reading and Writing Comprehensible TextThe [Language Experience Approach] LEA takes advantage of a highly comprehensible activity students have participated in together and models how oral language is connected to written language. Beeman and Urow, 2013 34Strategic Use of Two Languages, Mulcahy, IRC, 2014 35. Biliteracy Unit Framework: 3 Premises Begins in Spanish (LOTE)and sets aside time specifically for Spanish (LOTE) Includes a planned time for teaching about the connection between the two languages the Bridge Supports the teaching of elements unique to each language 35 Beeman and Urow, Strategic Use of Two Languages, Mulcahy, IRC, 2013 2014 36. An Effective Biliteracy Unit Framework Tackles the issue of allocation of time and 36resources Provides a structure for planning for the strategic use of Spanish [LOTE] and English Includes activities and strategies that reflect the distinct linguistic and cultural rules of Spanish [LOTE] and English Includes strategies for transferring skills and understanding between languages Integrates instruction in literacy skills with meaningful contentStrategic Use of Two Languages, Mulcahy, and Beeman IRC, 2014Urow, 2013 37. What is the Bridge? A time and space for facilitating cross-linguistic transfer and for developing metalinguistic awareness SpanishBRIDGE Spanish EnglishHeavy Lift37Strategic Use of Two Languages, Mulcahy, IRC, 2014 English Extension 38. Bridging and the Bridge The Bridge is a part of a unit that has been planned and organized by the teacher. Bridging, or translanguaging, however, is more flexible and spontaneous than the Bridge and need not involve the teacher. Bridging occurs during the Bridge and whenever students and teachers make connections between the two languages. 38 Beeman IRC, Strategic Use of Two Languages, Mulcahy, and 2014Urow, 2013 39. Pause to Reflect Weigh in on apoll Share an Insight How have youfacilitated bridging? Pose a Question 39Strategic Use of Two Languages, Mulcahy, IRC, 2014 40. What happens during the Bridge? Teacher guides students to Explore similarities and differences between the two languages (contrastive analysis) Transfer what students have learned in/about one language to the other Connect content area knowledge and skills learned in one language to the other language Beeman and Urow, 201340Strategic Use of Two Languages, Mulcahy, IRC, 2014 41. What can it look like? Cognate studies Partnering to summarize/review key concepts41learned in the LOTE and identify their labels in English Creating anchor charts to show similarities and differences between some aspect of the two languages Students applying/creating Total Physical Response gestures to vocabulary in both languages Strategic Use of Two Languages, Mulcahy, IRC, Interactive discussions of how phrasing in 2014 42. Units in Context SpanishBRIDGE Spanish English EnglishHeavy LiftExtensionTheme EnglishHeavy Lift42Strategic Use of Two Languages, Mulcahy, IRC, 2014 Big Ideas Crossdisciplinary ConnectionsBRIDGE Spanish English SpanishExtension 43. Eg. DL program Language Allocation: Social Studies in Spanish; Science in English Social Studies Unit 1Spanish Heavy LiftBRIDGESpanish EnglishSocial Studies Unit 2English ExtensionThemeEnglish Heavy Lift43Spanish Heavy LiftBig Ideas Cross-disciplinary ConnectionsBRIDGESpanish EnglishBRIDGESpanish EnglishEnglish ExtensionThemeSpanish ExtensionScience Unit 1 Strategic Use of Two Languages, Mulcahy, IRC, 2014EnglishBig Ideas Cross-disciplinary ConnectionsBRIDGESpanish EnglishHeavy LiftScience Unit 2Spanish Extension 44. Pause to Reflect Weigh in on a poll Share an Insight An ah-ha!moment Pose a Question44Strategic Use of Two Languages, Mulcahy, IRC, 2014 45. Check these out Teaching for Biliteracy; StrengtheningBridges Between Languages, Beeman and Urow, 2013 The Difficult Road for Long-Term EnglishLearners, Kate Menken and Tatyana Kleyn, 2009 Writing Between Languages, Danling 45Strategic Use of Two Languages, Mulcahy, IRC, 2014Fu, 2009 46. Wrapping up46Strategic Use of Two Languages, Mulcahy, IRC, 2014 47. Thank you!Olivia Mulcahy omulcahy@cntrmail.org Illinois Resource Center (224) 366-8555Strategic Use of Two Languages; IRC, Mulcahy, 2014