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Dual Language Immersion:

Dual Language Immersion: . Presentation By KIS Gerty Montossori. Introduction . Dual Language and Head Start Similarities . Hands-on learning Print rich environments Parent, support, participation, and input on decision-making Appreciation and value of students’ cultures

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Dual Language Immersion:

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  1. Dual Language Immersion: Presentation By KIS GertyMontossori

  2. Introduction

  3. Dual Language and Head Start Similarities • Hands-on learning • Print rich environments • Parent, support, participation, and input on decision-making • Appreciation and value of students’ cultures • Focus on staff development • Use of language models • Research demonstrated results

  4. Our path to establishing a Dual-Language program • English, Spanish, French as three most influential languages (George Weber) • Demand for Language Immersion as a public option in education • Support of parents and teachers • International experience of founders • Ability to recruit students and teachers

  5. What is a Dual Language Immersion Program?

  6. What is a Dual Language Program? An educational model that integrates native English speakers and native speakers of another language for all or most of the day, with the goals of promoting high academic achievement, first- and second-language development, and cross-cultural understanding for all students. In two-way immersion programs, language learning takes place primarily through content instruction. Academic subjects are taught to all students through both English and the non-English language. As students and teachers work together to perform academic tasks, the students' language abilities are developed, along with their knowledge of content area subject matter.

  7. Why did it get started? The earliest two-way immersion programs began in the 1960s and 1970s, in programs such as Coral Way in Miami and the Inter-American Magnet School in Chicago. Recent increasing interest in the two-way immersion model is most likely due to the convergence of bilingual education research, which has indicated that extended native language development has positive educational outcomes for language-minority students, and foreign language immersion research, which has shown that native English speakers benefit from early foreign language instruction through the immersion model.

  8. What does it look like? • Programs require a balance of non-English Dominant and English-Dominant students. • There are several program models, KIS will use the 90/10. • Foreign-speaking, bilingual, and English-only students are intermixed, and generally not divided. • Program will be implemented school-wide. • Entry into the Dual-Language program generally occurs in kindergarten or first grade. Spanish or French speaking students who have been schooled in Spanish or French may enroll in later grades.

  9. Class Composition

  10. Student Population in a Small Learning Community

  11. Instructional Time—90/10 model

  12. Video 1 Morning welcome

  13. Funding for Dual Language programs • Title I • Title III • Comprehensive School Reform (CSR) • No Child Left Behind Act (NCLB) • Race To The Top

  14. Dual Language Program Characteristics “In recent years, many school districts in the U.S. have implemented dual language programs. Dual language programs may also be called two-way bilingual programs. Both these names reflect the fact that all students develop their first languages and add a second language that is also developed to a high level of proficiency.” “Literacy for Dual Language Programs” by Freeman (Language Magazine—January 2005)

  15. Benefits to students

  16. Students • Fluency in both English and Spanish or French at an academic level • Long-term home language support • Increased achievement in all academic areas • Self-esteem because language and culture is supported and valued

  17. Students • Gain international perspectives • Gain cognitive skills • Increased awareness of global affairs in our increasing connected 21st century world and adaptation in foreign cultures • Respect and value for other cultures

  18. Research indicates that dual language students… • Closes the achievement gap • Are successful through high school. • Are more likely to attend college. • Are highly employable in both local and world business • Develop strong pronunciation and expression skills in both English and Spanish or French • Develop excellent communication skills.

  19. The time is for students to critically examine themselves and their place in the world. They will be able to communicate competently and confidently in at least one foreign language, be knowledgeable about world affairs, and have holistic understanding of one or several cultures.

  20. Program Components KIS Gerty Montessori

  21. KIS Dual Language Immersion programs has • The IB curricula framework in English, French and Spanish • Qualified bi-literate teachers to implement the program • Knowledgeable and committed administrators • Competent outreach to ensure continuous student enrollment • A variety of Spanish/French and English learning materials

  22. Goals • High academic achievement for all students • English and Spanish or French language fluency and literacy for all students • Positive cross-cultural attitudes promoting international mindedness and self-esteem for all students

  23. Video 3 Show and Tell

  24. Getting buy-in from the administration: • Parent Interest • Research • Student achievement scores • Program goals • Other Dual Language programs • Eligible students

  25. Getting buy-in from the teachers: • Staff Development: • Research/Principles of Dual Language instruction • Teaching methods for Dual Language instruction • Interaction/support from current Dual Language teachers • Materials • Providing teachers with many Spanish / French & English materials

  26. Getting buy-in from the parents: • Research • Student achievement • Dual Language program goals • Ability to learn English will not suffer • Advantages to children for the future • Hearing other parents’ stories • Seeing current Dual Language students present

  27. Getting buy-in from the community: • Cultural festivals • Literacy festivals • Get community sponsors for the program in whole or specific activities • Media • Newspaper/TV coverage on the Dual Language program • Recruit students in Newspaper or at community events

  28. Dual Language in practice KIS Gerty Montessori

  29. Tools for Language Development • Daily songs • Games • Hands-on science, engineering and math lessons • Cassettes & Videos • Books, Radio & TV Dual Language Instruction, A Handbook for Enriched Education (Cloud et.al)

  30. Instructional Emphasis for Early/Emergent Learners • Vocabulary development (matching words and pictures) • Phonemic Awareness • Language pattern acquisition (songs & chants) • Comprehension (dramatizations & illustrations) • Decoding (producing rhyming words) • Innovating (personalizing & creating stories) • Story mapping (visual representations of reading) • Technology (audio/videotaped stories/ CD ROM) Dual Language Instruction, A Handbook for Enriched Education (Cloud et.al)

  31. Materials for Second Language Learners should… • Have an attractive and inviting layout • Use many useful illustrations/graphics to aide conceptual learning • Not have an overwhelming amount of text • Be written in a logical and cohesive manner • Be written at a level that students can read independently • Be free of cultural bias and culturally diverse • Have an easy typeface (easy to decipher & sized appropriately for children’s age) Dual Language Instruction, A Handbook for Enriched Education (Cloud et.al)

  32. Video 3 Cooperative Learning

  33. Research For Comparisons

  34. Wayne P. ThomasVirginia P. Collier A National Study of School Effectiveness for language Minority Students’ Long-Term Academic Achievement

  35. Thomas & CollierMajor Policy Implications Parents who refuse bilingual/ESL services for their children should be informed that their children's long-term academic achievement will probably be much lower as a result, and they should be strongly counseled against refusing bilingual/ESL services when their child is eligible. The research findings of this study indicate that ESL or bilingual services, as required by Lau v. Nichols, raise students' achievement levels by significant amounts.

  36. Thomas & CollierMajor Policy Implications • Enrichment 90-10 and 50-50 one-way and two-way developmental bilingual education (DBE) programs (or dual language, bilingual immersion) are the only programs we have found to date that assist students to fully reach the 50th percentile in both L1 and L2 in all subjects and to maintain that level of high achievement, or reach even higher levels through the end of schooling. The fewest dropouts come from these programs.

  37. subtractive additive Dual Language Teaching and Learning in Two Languages (Soltero)

  38. Thomas & CollierMajor Policy Implications The strongest predictor of L2 student achievement is amount of formal L1 schooling. The more L1 grade-level schooling, the higher L2 achievement. Bilingually schooled students outperform comparable monolingually schooled students in academic achievement in all subjects, after 4-7 years of dual language schooling.

  39. Figure A-1 Quasi-longitudinal analyses

  40. Figure A-2 Quasi-longitudinal analyses Thomas & Collier — Northeast Figures

  41. Thomas & CollierMajor Policy Implications When ELLs initially exit into the English mainstream, those schooled all in English outperform those schooled bilingually when tested in English. But the bilingually schooled students reach the same levels of achievement as those schooled all in English by the middle school years, and during the high school years the bilingually schooled students outperform the monolingually schooled students (see Figure C-2).

  42. Video 4 Story time & English time

  43. Dual-Language Schools For Comparisons

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