The Dual Language Professional NABE 2006

The Dual Language Professional

Dr. Carmen L. LamboyProf. Luis J. ZayasDr. Luis A. Burgos

Sistema Universitario Ana G. Méndez

Who we areAna G. Méndez University System

School for Professional StudiesAccelerated Learning Program

Dual Language Accelerated Learning

The Need for Dual Language Professionals

• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020


US Bureau of the Census, 2000


• Purchasing power of Latinos has reached $700,000 million (US Hispanic Chamber of Commerce)

• Globalization and international trade– Free trade agreements between the United States

and Latin America (México, Chile, Central America, Dominican Republic)


• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that they make an average

of $7,000 more annually

Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE


• Latinos represent 15% of the US population-–Only 10% of university students

US Bureau of the Census, 2000

The Dual Language Model in Higher Education

Our Mission – Our Model

ProfessionalProficiency

Fluency•Social•Personal

Use of both languages and both cultures for professional proficiency.

L2L1

Five Basic Elements• Placement testing in both languages• Development of both languages through

coursework (4 levels)• Use of both languages in all content courses• Computerized language lab for skill

development• Bilingual Faculty and Staff

Definition• A Dual Language

Professional will demonstrate professional competencies confidently in their field of study in Spanish and English.

Confidently

Conceptual Interpersonal Communication

Professional Competencies

SKILLS

Language

Professional CompetenciesConceptual Skills:

1. Generate Ideas2. Create Projects3. Analyze/Interpret

Data4. Critical Thinking5. Synthesis

Professional CompetenciesLanguage Skills:

1. Spelling & Grammar2. Translates3. Summarizes Information4. Use of Varied Vocabulary5. Technical Jargon6. Reads & Understands

Professional CompetenciesCommunication Skills:

1. Making Coherent Presentations (reports, proposals)

2. Support Opinions3. Express Ideas (hypothetical

& situational)

Professional Competencies

Interpersonal Skills1. Team-work,

cooperative/collaborative2. Interpersonal Interaction

Professional Competencies Skills and Objectives

Competency Matched to Objectives

A DLP will be able to develop ideas in order to address problems in an effective way.

1Generate Ideas

ObjectivesProfessional Competencies

Skills

Objectives Matched to Competency

After reading a selection, a DLP will be able to summarize the main ideas using correct grammar and spelling in English and Spanish.

6,8,11Spelling & Grammar

Summarizing Information

Reads & Understands

ObjectivesProfessional Competencies

Skills

Conceptual Skills #5 Synthesis

MDLPs will submit proposals withinnovative solutions such as

charts, diagrams, etc. in two languages.

BA Management – Synthesis

Given a work-related problem,the DLP will propose an

innovative solution throughintegration of new

information with current knowledge in

Spanish and English.

Skills:ConceptualLanguage

Communication

#1 Generate Ideas#9 Use of Varied Vocabulary

#10 Technical Jargon#14 Express Ideas

The ADLP will be able to write clear and accurate reports using

specialized technology in both languages.

BA Accounting – Several

Given a work-related problem scenario, the DLP

will compose an essay proposing a solution usinga variety of vocabulary,

including technical jargon in an appropriate manner.

InterpersonalSkills

#16 Interpersonal Interaction

The TDLP will be able to establish a dialogue with somebody else in

English or Spanish coherentlyand without code switch.

BA Tourism – Interpersonal

Given short dialogues,the DLP will

adequately paraphrase the content of what

each party states in English and Spanish.

Conceptual Skills #1 Generate ideas

A DLP will generate ideas in order to solve problems

effectively

After analyzing two classroom situations- one in

English and one in Spanish- EDLP will develop strategies and action plans

in the corresponding language

BA Elementary Education – Generate Ideas

How do we achieve this?• Strictly follow 50/50 formula

• Modules– Specify language to be used in each workshop,

assignments and evaluations

– General information in both languages

– Workshops in the language that will be used in that workshop

EDUC 355Measurement, Assessment and Evaluation of the

Educational Process • Activities

– Students are required to complete a Case-Study Diagnostic Profile (Spanish)

– Students are requested to design a remedial plan for a student (English)

EDUC 355• Assessment Example Middle Point

Assessment (Program Level)– Designed by Faculty Experts– Rubrics and Evaluation Criteria developed

specifically to measure program outcomes and language outcomes

– “Graded” by other Faculty Experts (not facilitator of the course)

Activities, Accomplishments and Lessons Learned

The Orlando Experience

Metro Orlando University Center (MOUC)

• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)

• Enrollment growth – 152 - Academic year 2003– 645 – Academic year 2005

5561

2526

128

4 3 4 20

10

20

30

40

50

60

70

A B C D F

MODULESRESOURCES

Instructional Resources

8795 94

933 2 1 1 1 0 0 1 1 2

0102030405060708090

100

A B C D F

ClassManagementGroupInteractionsStudentEvaluation

Faculty and Classroom

1117

90

ABCDF

Self-Evaluation Language Confidence

Questions

Thank you.


Contact Information: Dr. Carmen L. Lamboy,

[email protected] Prof. Luis J. Zayas, [email protected] Dr. Luis A. Burgos, [email protected]


mailto:[email protected]



The Dual Language Professional NABE 2006

Education

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