Royse city bilingual program

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Royse city bilingual program

  1. 1. ROYSE CITY BILINGUAL PROGRAM<br />FALL 2011<br />Marie Lowry<br />Royse City ISD<br />
  2. 2. Transitional Early Exit<br />What is it?<br />Most common bilingual program in Texas.<br />Transfers students to an English-only instruction no earlier than 2 years and no later than 5 years.<br />
  3. 3. What does research tell us about successful programs?<br /> “Programs that provide good instruction in the first language, together with comprehensible input in English, succeed in teaching English.”<br />(Krashen, )<br />
  4. 4. Key factors for successful English language learning.<br />Comprehensible Input <br />Low- anxiety environment<br />The Royse City Plan<br />
  5. 5. 1. Comprehensible Input<br />Comprehensible input…. What does that look like?<br />Activity – Read and follow directions.<br />
  6. 6. Would anyone like to share what you learned?<br />Post comprehensible input<br />Would you like to share now?<br />
  7. 7.
  8. 8. Comprehensible input means ….. creating a bridge that supports and facilitates understanding.What are some very effective ways of doing that? <br />
  9. 9. Create sticky surfaces for language!<br />
  10. 10. Introduce important concepts in Language 1 on the first day of instruction in Math, Science, and Social Studies/Language Arts/Reading<br />Use L1 for L2 when needed.<br />(Krashen, 1985; Lightbrown & Spada, 2006)<br />
  11. 11. Build background knowledge<br />Make connections to past learning and life<br />Explicitly state what is going to be learned<br />Think alouds<br />Demonstrations<br />Preteachdifficult vocabulary<br />Provide opportunities to manipulate the information<br />
  12. 12. Provide PLENTY of time for interaction<br />Provide time to discuss the new concepts<br />Ask good questions!<br /> I wonder….<br /> I noticed…..What did you notice?<br /> How can you use this? <br /> What does this make you think of?<br />
  13. 13. 2. Create a Low Anxiety Environment<br />So….how important is supportive <br /> communication?<br />An activity- Can you draw a picture of a yourself? How about if……<br />
  14. 14. Relationship + Connection = Learning<br />
  15. 15. An ELL’s affective filter (protective shield) goes up if he does not feel safe and successful.<br />How much learning is likely to take place?<br />
  16. 16. An ELL’s affective filter comes down when she feels safe and valued.<br />How much learning is likely to take place?<br />
  17. 17. “A child must have some version of. “Yes, I imagine I can do this. “ And the teacher must also view the present child as competent and on that basis imagine new possibilities.” (Dyson, 1999)<br />
  18. 18. Take a moment to reflect on the culture of your classroom.<br />Draw a picture that captures the essence of you classroom.<br />What do you like?<br />Reflect<br />What would you like to change?<br />Share with a friend.<br />
  19. 19. 3. The Royse City Plan<br />Vertical Alignment<br />
  20. 20. Pre- Kindergarten<br />Language Arts and Reading<br />Children learn their letters in Spanish first<br />As mastery is achieved in Spanish, it is beneficial to expose them to letters/sounds in English.<br />Separate Spanish and English instruction times. <br />Imagine Learning <br />Spanish/English read-alouds<br />Rhyming can taught in both (easier in English).<br />
  21. 21. Math<br />Introduce colors/numbers/shapes in Spanish/reinforce in English<br />Science/Social Studies<br />Once children learn the concepts in Spanish, teach the English vocabulary associated with new concepts. <br />**Songs in English<br />**Instructions in English once children understand routines<br />
  22. 22. Bilingual Program<br />Kindergarten- Language Arts and Reading<br />(English/Spanish)<br />
  23. 23. English Language Arts /Reading <br />must be separate from Spanish Instruction<br />appropriate to explain in Spanish at any time.<br />While Spanish is being mastered, letters and sight words are being introduced and learned in English. <br />Writer’s Workshop<br />Read-alouds in both languages everyday. <br />** Imagine Learning<br />
  24. 24. Math/Science/Social Studies<br /> Introduce Concepts in Spanish.<br />Reinforce in English<br /> Books in English/Spanish. <br />Clarify in Spanish whenever necessary.<br />**Simple instructions in English, ie, classroom instructions, cafeteria, etc. Use hand gestures.<br />
  25. 25. First grade<br />First Grade Language Arts and Reading<br />(Spanish/English)<br />
  26. 26. First Grade Math/Science/Social Studies<br />Introduce concepts in Spanish. <br />Build and reinforce vocabulary in English. <br />Plenty of time to manipulate concepts and practice new vocabulary.<br />Model vocabulary and use it repeatedly. <br />Applaud effort when student uses Academic Language. <br />Clarify in Spanish whenever necessary.<br />
  27. 27. Second Grade<br />Second Grade Language Arts and Reading<br />
  28. 28. Primarily in English.<br />Spanish should be used to introduce complex concepts and whenever clarification is needed. <br />Spanish readers should be provided in the classroom.<br />Spanish reading materials provided for home. <br />
  29. 29. What not to do…<br />***Ineffective programs use concurrent translation, in which a message is conveyed to students in one language and then translated in the other.<br />Why shouldn’t we do this?<br />
  30. 30. Why is direct translation ineffective?<br />Because it results in there being no need to negotiate meaning!<br />The child does not have to listen to the message in the second language since he knows it will be repeated!! (Legarreta, 1979)<br />
  31. 31. Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis.  Modern Language Journal, 73(4), 440. Retrieved from EBSCOhost<br />Lightbrown, Patsy M., & Nina Spada  (2006) How Languages are Learned. New York, NY: Oxford Press.<br />

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