Introduction to dual language irc urow 2.20.14

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Introduction to dual language irc urow 2.20.14

  1. 1. Thursday,  February  20,  2014   3:30  –  5:00  p.m.   INTRODUCTION  TO  DUAL   LANGUAGE  PROGRAMS       Presenter:         Urow,  M.Ed.   Cheryl   Illinois  Resource  Center   curow@cntrmail.org   www.thecenterweb.org/irc  
  2. 2. Welcome  to  the  Webinar:   Introduc)on  to  Dual  Language   Programs   While  we  are  wai9ng  to  begin,  you  may  use   this  9me  to…   •  Make  sure  you  have  logged  in  using  this   format:   –  first  and  last  name,  (district/organizaQon)   •  Check  speakers   •  Find  “raised  hand”  icon  –  explore  opQons   •  Chat  feature  
  3. 3. Webinar:    Introduc)on  to   Dual  Language  Programs   •  Overview  of  current  research  in  dual   language  educaQon   •  Dual  language  program  non-­‐negoQables   •  Review  of  resources  to  support  dual   language  program  planning  and   implementaQon  
  4. 4. Note  on  Webinar  Evalua9on  &   CPDU   •  A  link  to  the  Survey  Monkey  evaluaQon  will  be   shared  at  the  end  of  the  webinar.   •  You  will  only  be  able  to  access  the  evaluaQon   once.  Once  you  have  entered  the  survey,   please  complete  it  within  one  session.    It   should  only  take  1-­‐10  minutes.   •  Once  you  have  completed  the  evaluaQon,  you   will  be  directed  to  the  CPDU  form  that  you  may   keep  for  your  records  as  proof  of  your   parQcipaQon  in  the  webinar.  
  5. 5. Agenda   • IntroducQons   • Dual  language:    DefiniQon  and   Research   • Dual  language  non-­‐negoQables   • ConsideraQons  for  developing  a   dual  language  program   • Webinar  closure  and  evaluaQon  
  6. 6. Pause  to…   •  Reflect   •  Weigh  in  on  a  Poll   •  Respond  to  a  QuesQon:   –  Raise  hand   –  Agree/Disagree   •  Join  in  on  Chat:   –  Share  an  Insight   –  Pose  a  QuesQon      
  7. 7. Agenda   • IntroducQons    
  8. 8. Dual  Language:       Defini9on  and  Research  
  9. 9. English  Language  Learners  in  US   public  schools…   English  as  a  Second   Language  (TPI)   Bilingual  Educa9on   (TBE)   •  Self  contained  –   sheltered  English   classrooms   •  Pull-­‐out  or  push-­‐in   •  May  use  some  of  the   non-­‐English  language   •  Only  for  ELLs   •  Explicit  and   planned  use  of   BOTH  the  non-­‐ English  language   and  English  
  10. 10. English  Language  Learners  in  US   public  schools…   English  as  a  Second   Language  (TPI)   Bilingual  Educa9on   (TBE)   •  Self  contained  –   sheltered  English   classrooms   •  Pull-­‐out  or  push-­‐in   •  May  use  some  of  the   non-­‐English  language   •  Only  for  ELLs   •  Explicit  and   planned  use  of   BOTH  the  non-­‐ English  language   and  English  
  11. 11. Bilingual  Educa9on  -­‐  Explicit  and   planned  use  of  BOTH  the  non-­‐English   language  and  English     Green Program Blue Program
  12. 12. Bilingual  Educa9on  -­‐  Explicit  and   planned  use  of  BOTH  the  non-­‐English   language  and  English     Green Program Blue Program
  13. 13. Bilingual  Educa9on  -­‐  Explicit  and   planned  use  of  BOTH  the  non-­‐English   language  and  English     Green Program Blue Program The  goal  for  the   students  in  the   program  is  high   levels  of   bilingualism  and   biliteracy  
  14. 14. Bilingual  Educa9on  -­‐  Explicit  and   planned  use  of  BOTH  the  non-­‐English   language  and  English     Green Program Blue Program The  goal  of  the   program  is  high   levels  of   bilingualism  and   biliteracy   The  goal  for  the   students  in  the   program  is  high   levels  of  English   language  proficiency   and  English  literacy  
  15. 15. Green Program Blue Program The  goal  of  for  the  students   in  the  program  is  high  levels   of  bilingualism  and   biliteracy   The  goal  for  the  students  in  the   program  is  high  levels  of  English   language  proficiency  and  English   literacy   The  program  provides  at   least  50%  of  daily   instrucQon  in  Spanish  (up   to  90%)  beginning  in  K   and  conQnuing  through  at   least  5th  grade.  
  16. 16. Green Program Blue Program The  goal  of  the  program  is   high  levels  of  bilingualism   and  biliteracy   The  goal  of  the  program  is  high   levels  of  English  language   proficiency  and  English  literacy   The  program  provides  at   least  50%  of  daily   instrucQon  in  Spanish  (up   to  90%)  beginning  in  K   and  conQnuing  through  at   least  5th  grade.   The  program   provides  instrucQon   in  Spanish  for  a   limited  amount  of   Qme,  moving  toward   majority  English   instrucQon.  
  17. 17. Green Program Blue Program The  goal  of  the  program  is   high  levels  of  bilingualism   and  biliteracy   The  goal  of  the  program  is  high   levels  of  English  language   proficiency  and  English  literacy   The  program  provides  at  least  50%   of  daily  instrucQon  in  Spanish  (up   to  90%)  beginning  in  K  and   conQnuing  through  at  least  5th   grade.   The  program  provides  instrucQon  in   Spanish  for  a  limited  amount  of  Qme,   moving  toward  majority  English   instrucQon.   The  program  is  open  to  all   students,  and    includes   students  of  a  wide  range  of   academic  and  linguisQc   abiliQes  in  both  English  and  
  18. 18. Green Program Blue Program The  goal  for  the  students  in   the  the  program  is  high   levels  of  bilingualism  and   biliteracy   The  goal  for  the  students  in  the   the  program  is  high  levels  of   English  language  proficiency  and English  literacy   The  program  provides  at  least  50%   of  daily  instrucQon  in  Spanish  (up  to   90%)  beginning  in  K  and  conQnuing   through  at  least  5th  grade.   The  program  provides  instrucQon  in   Spanish  for  a  limited  amount  of  Qme,   moving  toward  majority  English   instrucQon.   The  program  is  open  to  all   students,  and    includes  students   of  a  wide  range  of  academic  and   linguisQc  abiliQes  in  both  English   and  Spanish The  program  is  only   open  to  students  with   a  very  specific   linguisQc  profile
  19. 19. Green Program Blue Program o lue The  goal  of  the  program  is   The  goal  bf  the  program  is  high       English    language   e  for  thef   high  lhat  os  a  nam evels  i f  bilingualism   levels  o W iliteracy   proficiency  and  English  literacy   and  b ogrrovides  ?   pr am instruc9on  in   The  program  provides  n   The  program  p instrucQon  in   ee both  English  and  Spanish  beginning  in   Spanish  for  a  limited  amount  of  Qme,   hte  grinstrucQon  in  English   r  t me  fomoving   oward   Pre-­‐K  and  conQnuing  ta  na t  least     oll  hrough   till  irs   up  to  at  aleast  fich   only   fich  Whor  w grade  ( a grade  in  the  future)   ?   rogras  o program  impen  to  all   The  p The  program  is  only     students,  and    includes   students  of  a  wide  range  of   open  to  students     academic  and  linguisQc   with  a  very  specific   abiliQes  in  both  English  and   linguisQc  profile Spanish  
  20. 20. Dual Language Transitional Bilingual Ed. The  goal  for  the  students  in   the  the  program  is  high   levels  of  bilingualism  and   biliteracy   The  goal  for  the  students  in  the   the  program  is  high  levels  of   English  language  proficiency  and English  literacy   The  program  provides  at  least  50%   of  daily  instrucQon  in  Spanish  (up  to   90%)  beginning  in  K  and  conQnuing   through  at  least  5th  grade.   The  program  provides  instrucQon  in   Spanish  for  a  limited  amount  of  Qme,   moving  toward  majority  English   instrucQon.   The  program  is  open  to  all   students,  and    includes  students   of  a  wide  range  of  academic  and   linguisQc  abiliQes  in  both  English   and  Spanish The  program  is  only  open   to  students  with  a  very   specific  linguisQc  profile
  21. 21. Source:    Howard,  E.R.;  Olague,  N.;   Rogers,  D.  (2003)      The  Dual  Language   Program  Planner:    A  Guide  for  Desiging   and  Implemen9ng  Dual  Language   Programs.    Washington,  DC:  Center  for   Research  on  EducaQon,  Diversity  &   Excellence.  
  22. 22. Source:    Howard,  E.R.;  Olague,  N.;   Rogers,  D.  (2003)      The  Dual  Language   Program  Planner:    A  Guide  for  Desiging   and  Implemen9ng  Dual  Language   Programs.    Washington,  DC:  Center  for   Research  on  EducaQon,  Diversity  &   Excellence.  
  23. 23. Dual  Language   Two-­‐Way   Immersion   Developmental   Bilingual   One-­‐Way  Immersion   Late  Exit  Bilingual   Educa9on    
  24. 24. Dual  Language   Two-­‐Way   Immersion   One-­‐Way   Immersion   •  ELLs  from  the  same   •  ELLs  from  the  same   non-­‐English   non-­‐English   language  group   language  group   •  Heritage  language   speakers  of  the  non-­‐ •  Heritage  language   English  language   speakers  of  the   •  Non-­‐ELLs   non-­‐English   •  Other  ELLs   language  
  25. 25. Poll   • What  kind  of  dual  language   program  best  describes  your   current  or  planned  program?  
  26. 26. Dual  Language   Two-­‐Way   Immersion   One-­‐Way   Immersion   •  ELLs  from  the  same   •  ELLs  from  the  same   non-­‐English   non-­‐English   language  group   language  group   •  Non-­‐ELLs   •  Heritage  language   •  Heritage  language   speakers  of  the   speakers  of  the  non-­‐ English  language   non-­‐English   •  Other  ELLs   language  
  27. 27. Dual  Language:       Defini9on  and  Research  
  28. 28. Dual  Language   Two-­‐Way   Immersion   Developmental   Bilingual   One-­‐Way  Immersion   Late  Exit  Bilingual   Educa9on    
  29. 29. One  way  or  two  way?   • First,  tell  me  a  liWle  bit   about  the  ELLs  in  your   district.  
  30. 30. One  way  or  two  way?   • What  non-­‐English   language(s)  do  the  ELLs  in   your  district  speak?  
  31. 31. Poll   • What  kind  of  dual  language   program  fits  your  school  or   district?  
  32. 32. Thomas & Collier, Fuente Press, Dual Language Education of New Mexico Educating English Dual Language Learners for a Education for a Transformed Transformed World World
  33. 33. Thomas & Collier, Fuente Press, www.dlenm.org   Mexico Dual Language Education of New Educating English Dual Language Learners for a Education for a Transformed Transformed World World
  34. 34. Dual  Language     Non-­‐Nego9ables  
  35. 35. Dual Language Program Non-negotiables •  A minimum of 50% to a maximum of 90% of daily instruction in the non-English language (Spanish, Japanese, Mandarin Chinese, etc.) for all students. •  K-5th grade, with K-12 encouraged
  36. 36. Poll   • Which  language  alloca9on  plan   best  describes  your  dual  language   program?  
  37. 37. Dual Language Program Non-negotiables •  A minimum of 50% to a maximum of 90% of daily instruction in the nonEnglish language (Spanish, Japanese, Mandarin Chinese, etc.) for all students. •  K-5th grade, with K-12 encouraged •  Strategic separation of languages on the part of the instructor – no translation
  38. 38. What c ontent 6 7 8 K Escuela X in 1 2 3 4 5 is t English augh at wENGLISH 20% 20% hich grade 40% 40% 30% level? 50% 50% 50% 80/20 50% 80% 80% 70% 60% 60% 50% 50% 50% 50% ESPAÑOL
  39. 39. What c ontent inX Engl 2 3 4 is tau7 8 K 1i 5 6 gh t Escuela sh at w hicENGLISH grade20% h 20% l e30%el? 40% v 40% 50% 50% 50% W 80/20 hat c ontent i 50 au in Spa 70% 60% 60% s %t50% 80% 80% 50% gh t 50% 50% nish at which grade ESPAÑOL level?
  40. 40. Caslonpublishing.com  
  41. 41. Dual Language Program Non-negotiables •  A minimum of 50% to a maximum of 90% of daily instruction in the nonEnglish language (Spanish, Japanese, Mandarin Chinese, etc.) for all students. •  K-5th grade, with K-12 encouraged •  Strategic separation of languages on the part of the instructor – no translation
  42. 42. Dual  Language  Programma9c   Considera9ons   •  •  •  •  •  •  •  •  One-­‐way  or  two-­‐way   Language  alloca9on   Content  alloca9on   Staffing  and  professional  development   Students   Ini9al  literacy  instruc9on   Materials   Assessment  
  43. 43. Dual  Language  Instruc9on  from           A  to  Z:    Prac9cal  Guidance  for   Teachers  and  Administrators                     -­‐  Hamayan,  Genesee,  Cloud,  2013  
  44. 44. June  23-­‐27,  2014     Arlington  Heights,  IL   curow@cntrmail.org    
  45. 45. June  23-­‐17,  2014     Arlington  Heights,  IL   curow@cntrmail.org     www.thecenterweb.org/irc  -­‐  more  informaQon    -­‐  summer  insQtutes      
  46. 46. La  Cosecha  Conference   •  November  19-­‐22,  2014   •  Santa  Fe,  NM   •  www.dlenm.org   •  Dual  language  conference,  including   one-­‐way  and  two-­‐way  programs   from  around  the  United  States  
  47. 47. Statewide  Conference  for   Teachers  Serving  Linguis9cally   and  Culturally  Diverse  Students   •  Dec  9-­‐12,  2014   •  www.thecenterweb.org/irc   •  Oak  Brook,  IL   •  Dual  Language-­‐focused  sessions  each   day   •  Special  Dual  Language  evening  plenary   session    
  48. 48. Thank  you  for  your   parQcipaQon!   Please  complete  the  evaluaQon   hWps://www.surveymonkey.com/s/K29FJG6   •  You  will  only  be  able  to  access  the  evaluaQon   once.  Once  you  have  entered  the  survey,   please  complete  it  within  one  session.    It  should   only  take  1-­‐10  minutes.   •  Once  you  have  completed  the  evaluaQon,  you   will  be  directed  to  the  CPDU  form  that  you  may   keep  for  your  records  as  proof  of  your   parQcipaQon  in  the  webinar.  
  49. 49. Thank  you!   Cheryl Urow curow@cntrmail.org Illinois Resource Center http://www.thecenterweb.org/irc/ (224) 366-8555

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