T -WAY IMMERSION/DUAL LANGUAGE PROGRAMS · grant project through June 2015. Grant recipients...
Transcript of T -WAY IMMERSION/DUAL LANGUAGE PROGRAMS · grant project through June 2015. Grant recipients...
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TWO-WAY IMMERSION/DUAL
LANGUAGE PROGRAMS
Expanding and Improving an Effective Approach
for English Learners (and Native English Students)
1
Presentation to the State Board of Education
August 20, 2014
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PRESENTATION OUTLINE
What is Two-Way Immersion (TWI)/Dual
Language
Goals and Popularity of TWI
Research on TWI Outcomes
Oregon’s Dual Language/Two-Way Bilingual
Grant
Design
Preliminary Findings from Year 1
Challenges to Successful Implementation and
Future Expansion
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WHAT IS TWO-WAY IMMERSION (AKA:
DUAL LANGUAGE)?
Program that enrolls students from two
language groups (most commonly, native
English and native Spanish speakers)
Provides academic instruction through both
languages
Emphasizes an immersion approach in the use
of both languages
Typically begins in Kindergarten (or 1st grade)
and lasts through the elementary grades at
least and sometimes through high school
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GOALS AND POPULARITY OF TWO-WAY
IMMERSION
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Bilingualism: Oral
proficiency in two
languages
Biliteracy: Grade-level
reading and writing in
two languages
Academic Achievement
At or Above Grade Level
Multicultural
Competence
Over 330 programs
nationally (CAL*
directory. Actual number
is probably much higher)
Over 70 programs in
Oregon (CAL directory
lists 12)
Over 200 in California
(CAL directory lists
approx. 100)
GOALS POPULARITY
*Center for Applied Linguistics
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TWI RESEARCH FINDINGS: ACADEMIC
ASSESSMENTS
By late elementary or middle school:
Students from both language groups in TWI
achieve at levels comparable to or higher than
their peers in English only programs
Achievement gaps between ELs in TWI and their
native English peers (in TWI or not) are closed
These results have been replicated with
programs that: teach Spanish, Chinese, Korean and French as the partner
language with English
Enroll students of varying SES and different ethnicities,
and with special needs (i.e., Special Education and TAG)
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TWI RESEARCH FINDINGS: HIGH SCHOOL
OUTCOMES
TWI students achieve at or above grade level in
math
TWI students tended to enroll in higher level
math courses than their non-TWI peers
More TWI students than non-TWI students in
the district passed the high school exit exam
Most TWI students indicate they:
Want to attend a four-year college after high school
Believe that getting good grades is important
Will not drop out of school
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TWI RESEARCH FINDINGS:
MULTICULTURAL COMPETENCE
Studies typically examine student attitudes and
beliefs
TWI students typically:
Have very positive attitudes toward:
Other languages
Other ethnic groups
Rate themselves as bilingual and bicultural
Feel comfortable interacting with students of other
ethnic/language groups
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DO ALL TWI PROGRAMS SHOW SIMILAR
RESULTS?
Higher quality TWI programs produce higher
outcomes.
Average quality TWI programs can produce
outcomes that are at least comparable to average
non-TWI programs.
Weak TWI programs, like other weak
instructional programs, can yield weak or
negative student outcomes.
Key to high quality programs are the
qualifications/expertise of teachers and the
alignment of the curriculum and instruction with
rigorous academic and literacy standards.
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TWI RESEARCH RESOURCES
Genessee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006). Educating English Language Learners: A Synthesis of Research Evidence. New York: Cambridge University Press.
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. (Rep. No. 63). Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk (CRESPAR).
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
Dr. Kathryn Lindholm-Leary’s website: http://www.lindholm-leary.com/
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OREGON’S DUAL
LANGUAGE/TWO-WAY BILINGUAL
GRANT
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PURPOSE OF THE GRANT
To support school districts, consortia
of school districts or charter schools to
design, implement and improve Dual-
Language/Two-Way bilingual
programs in Oregon. These programs
assist students in becoming
academically proficient in two
languages.
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GRANT RECIPIENTS
$120,000 Awarded to:
Bend La-Pine School District
Hood River County School District
Jackson County (Central Point) School District 6
Newberg School District
Portland Public Schools
Springfield School District
$160,000 Awarded to:
Nyssa School District in partnership with Four Rivers Community School (Charter School in Ontario)
http://batchgeo.com/map/af2ef17d1d64009f2d41d6458b62261a
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GRANT CONSULTANTS: EXPERT COACHING
AND RESEARCH SUPPORT
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Rosa Molina Executive Director, Association
for Two-Way and Dual Language
Education (ATDLE)
Dr. Kathryn Lindholm-Leary ATDLE consultant & Professor
Emerita of Child and Adolescent
Development at San Jose State
University
• 35 years experience as K-12
bilingual educator
• Led one of the first Two-Way
Immersion (TWI) programs in
California
• Awarded a National Academic
Excellence grant to disseminate the
TWI model across the U.S.
• Over 30 years experience working
with TWI, Dual Language and
other bilingual programs
• Evaluated over 40 bilingual
programs and helped establish or
improve these programs in over 60
school districts in 15 states
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GRANT CONSULTANT RESPONSIBILITIES
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Program Development
and Alignment
Professional
Development
Family and
Community
Engagement
Capacity Building
Program Evaluation
Data Collection
Reporting on Site
Specific and Overall
Grant Progress and
Outcomes
Rosa Molina Dr. Lindholm-Leary
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GRANT DURATION AND FUNDED
ACTIVITIES
Grant awards cover planning and
implementation activities at all sites through
June 2016.
Consultants funded to support sites and evaluate
grant project through June 2015.
Grant recipients expected to maintain the same
level of Dual Language/Two-Way Immersion
program services at least through June 2018.
Pending additional funding in 2015-17 biennium,
a more complete evaluation of grant activities
would occur in 2016 or 2017. 15
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EVALUATION FINDINGS
YEAR 1
Dr. Kathryn Lindholm-Leary
Technical Consultant, ATDLE
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PERCENTAGE OF STUDENTS PROFICIENT IN ENGLISH
BY GRADE LEVEL & STUDENT LANGUAGE BACKGROUND
28 22
36
50
97 96 94 100
0
10
20
30
40
50
60
70
80
90
100
K 1 2 3 . K 1 2 3
Grades K-3
Native English Speaking Native Spanish Speaking
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PERCENTAGE OF STUDENTS PROFICIENT IN ENGLISH
BY GRADE LEVEL & STUDENT LANGUAGE BACKGROUND
48
84
100 97
0
10
20
30
40
50
60
70
80
90
100
Gr 4-5 Gr 6-8 . Gr 4-5 Gr 6-8
Grades 4-8
Native English Speaking Native Spanish Speaking
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PERCENTAGE OF STUDENTS PROFICIENT IN SPANISH
BY GRADE LEVEL & STUDENT LANGUAGE BACKGROUND
94 92 89 86
8 11
35
13 0
10
20
30
40
50
60
70
80
90
100
K 1 2 3 . K 1 2 3
Grades K-3
Native English Speaking Native Spanish Speaking
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PERCENTAGE OF STUDENTS PROFICIENT IN SPANISH
BY GRADE LEVEL & STUDENT LANGUAGE BACKGROUND
100
49
79
15
0
10
20
30
40
50
60
70
80
90
100
Gr 4-5 Gr 6-8 . Gr 4-5 Gr 6-8
Grades 4-8
Native English Speaking Native Spanish Speaking
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PERCENTAGE OF STUDENTS AT EACH LEVEL OF ELPA
BY GRADE LEVEL – OVERALL PROFICIENCY
Gr K Gr 1 Gr 2 Gr 3 Gr 4-5 Gr 6-8
Advanced 4% 2% 0% 15% 18% 36%
Early Advanced 12% 12% 10% 11% 23% 45%
Intermediate 12% 24% 26% 26% 36% 18%
Early Intermediate 64% 24% 58% 37% 18% 0%
Beginning 8% 38% 7% 11% 5% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
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LEVEL OF PARENT FORMAL EDUCATION
Respondent Other Parent
Professional/Graduate
School26 24
4 year College/University 23 17
Community/Vocational 10 13
High School/Equiv 15 16
Junior High/Middle 14 14
Elementary 12 16
0
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23 About 70% of Spanish language respondents had middle school or
less education, while 69% of English language parents had at least a
four year degree.
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PARENT ENGAGEMENT
PERCENTAGE WHO AGREE OR STRONGLY AGREE
84
93
87
58
65
61
0 10 20 30 40 50 60 70 80 90 100
English
Spanish
ALL
Actively involved in
school
Know what child is
supposed to learn at
his/her grade level
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PARENT ENGAGEMENT WITH CHILDREN
FREQUENCY OF PARTICIPATION AT LEAST 1-2 TIMES/WEEK
98
100
98
34
57
41
93
100
95
27
60
37
0 10 20 30 40 50 60 70 80 90 100
Englis
h
Spanis
h
ALL
We attend cultural
events that celebrate the
partner language and
culture
We help our child with
his/her homework
We check out library
books or buy books in the
partner language
We read with our child in
the partner language or
English
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IMPLEMENTATION AND
EXPANSION CHALLENGES
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CHALLENGE #1: QUALIFIED AND
CERTIFIED TEACHERS
Considerable difficulty finding teachers with high
levels of oral proficiency and literacy in the partner
language (Spanish, Vietnamese, Russian)
Once found, these individuals are typically new to
teaching or new to teaching in Oregon and lack the
proper Oregon certification to teach AND
These candidates/new hires typically have
considerable difficulty getting properly certified in
Oregon, primarily because of TSPC testing
requirements
More information on extent of problem and potential
solutions presented to State Board in October or
December
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CHALLENGE #2: MONITORING AND
EVALUATING PROFICIENCY AND LITERACY IN
THE PARTNER LANGUAGE
Summative and Formative Assessments in
Partner Language Rarely Used Currently
Assessment Options are Limited
Unclear Which Standards (Academic or
Proficiency) Are Most Appropriate
Existing Assessments are not Aligned to Most
Current Academic or Proficiency Standards
Proposed Solutions:
Short Term: Use high quality commercial Spanish test
Longer Term: Identify promising new Spanish test in
development or Develop own test (with other states?)
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CHALLENGE #3: STAYING THE COURSE 8
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o TWI programs, especially high quality programs,
take many years to develop, properly staff, and
sustain.
o Full impact of programs aren’t measurable for 5-6
years.
o Only 1 grant site is fully operational. Most are
new.
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CHALLENGE #4: UNDERSTANDING THE
LIMITS OF TWI
Requires specific student demographics not present in all Oregon communities. Demographic analyses should precede TWI implementation.
Biliterate teachers are essential and hard to find. Demand will only grow.
Launching, Developing and Sustaining high quality programs is highly dependent on:
School/District Leadership
Broad parent/community support
Additional high quality programs for ELs and non-ELs are essential and, unlike TWI, feasible in all communities regardless of student demographics
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QUESTIONS?
Martha I. Martinez, Ph.D.
Education Specialist
Education Equity Unit
(503) 947-5778
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