The document describes a dual-language accelerated learning model for higher education. It discusses the need for such a model to increase access to higher education for Latinos in the US. The model provides an immersive education in both English and Spanish that allows students to take more credits per semester and balance work, study, and personal responsibilities. An implementation of the model at a university center in Orlando, Florida is also described, including growth in enrollment and positive student evaluations of the program.

1. Speak English? Habla Espanol? A dual-
language accelerated learning model for
higher education
Council for Adult and Experiential Learning
Chicago, 2005
Dr. Carmen L. Lamboy
Prof. Luis Zayas
Dr. Luis Burgos
Sistema Universitario Ana G. Mendez

2. Who we are
Ana G. Méndez University System
School for Professional Studies
Accelerated Learning Program
Dual Language Accelerated Learning

3. The Need for Accelerated Dual Language Education

4. Why is Accelerated Dual
Language Education Important?
• 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)

5. Why is Accelerated Dual Language
Education Important?
• Latino adults have significantly lower university
level attainment.
46.4
60.3
10.6
28.1
0
10
20
30
40
50
60
70
High School,
Some College
Bachelors or
Higher
Latinos
Non- Latino
US Bureau of the Census, 2000

6. Why is Accelerated Dual
Language Education Important?
• Latino mastery of the English language
affects access to higher education
– 18% of US population speak a language other
than English at home
• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home
– 14 million Latinos report that they do not
speak English “very well” (49%)
US Bureau of the Census, 2000

7. Why is Accelerated Dual
Language Education Important?
• Conclusion
– In order to increase access of Latino adults to
higher education we need alternative
programs that will allow for:
• Enhancing English skills
• Flexible scheduling to combine work, study and
personal responsibilities

8. Characteristics of the Accelerated Dual Language Model

9. Accelerated
Adapted from Regis University Model
Basic Characteristics

10. Accelerated
•9 enrollment opportunities
•Students concentrate on two classes at a time
•Students can take up to 18 credits per semester
•Scheduling flexibility during the semester
Traditional
•3 enrollment opportunities
•Students must work with 6 courses at once
•18 credits requires daily attendance
•Cannot stop-out during the semester
Accelerated vs Traditional

11. Dual Language
Theoretical Background

12. • 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
Why is Accelerated Dual
Language Education Important?
US Bureau of the Census, 2000

13. Bilingualism
Additive
Bilingualism
Subtractive
Bilingualism
Dual Language
Immersion
Transitional
1st Model 2nd Model
Bilingual Alternatives

14. Why Dual Language and not
Transitional?
• Dual language characteristics
complements Adult Learning Principles
– curriculum is content based
– effective language learning is tied to real-life
goals
– includes experiential or hands-on activities
– spirit of collaboration and peer interaction

15. Our Model
Dual Language Discipline Based
Immersion Program

16. Our Mission - Our Model
Fluency
•Social
•Personal
Professional
Proficiency
Use of both languages and both cultures
for professional proficiency.
L2L1

17. Definition
• A Dual Language
Professional is one
who demonstrates
professional
competencies,
confidently, in their field
of study in Spanish and
English.

18. Confidently

19. Conceptual InterpersonalCommunication
Professional Competencies
SKILLS
Language

20. Professional Competencies
Conceptual Skills:
1. Generate Ideas
2. Create Projects
3. Analyze/Interpret
Data
4. Critical Thinking
5. Synthesis

21. Professional Competencies
Language Skills:
6. Spelling & Grammar
7. Translates
8. Summarizes Information
9. Use of Varied
Vocabulary
10.Technical Jargon
11.Reads & Understands

22. Professional Competencies
Communication Skills:
12.Making Coherent
Presentations
(reports, proposals)
13.Support Opinions
14.Express Ideas
(hypothetical &
situational)

23. Professional Competencies
Interpersonal Skills
15.Team-work
16.Interpersonal
Interaction

24. Five Basic Elements

25. 1. Development of both languages
through coursework
• Undergraduate requirements of 12 credits both languages
• Four-level language development sequence:
– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language skills not at college
level
– First year (Credit, required): first year college requirement
– Second year (Credit, required): reading and writing skills needed by
the dual language professional

26. English:
Accuplacer (College Board): selection of items
targeted to model’s language curriculum
2. Placement testing - Computerized testing
for immediate grading and data collection

27. 2. Spanish: SUAGM Placement test for native speakers
S-CAPE for Spanish as a Second Language Speakers

28. 3. Use of both languages in all
content courses
• 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

29. 3. Use of both languages in all
content courses
• Faculty MUST use Monolingual Delivery
• “Sheltered environment” for students
– May ask questions in language of choice but will
get answers in workshop language
– Assignments and evaluations MUST be in the
language specified

30. 4. Computerized language lab for
skill development
• Open lab for language and basic skills
development
• Faculty may arrange to bring their classes
• Exercises developed in-house
complemented by other software

31. 5. Bilingual faculty and staff
• Staff speaks, reads and writes both languages
• All faculty is bilingual, including those teaching
language courses
• Faculty and staff model a dual language
professional and provide “sheltered environment”
• Continuous Professional Development

32. The Orlando Experience
Activities, Accomplishments and Lessons Learned

33. 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
– 626 – Academic year 2005

34. Student Profile
• Female (78%)
• Age: 25-29 yrs. (26%)
40 > (23%)
Average: 33 yrs. old
• Family Size: 2-3 members (52%)
• Single (57%)
• Family Income: $25,000> (68%)
Average: $47,629

35. Metro Orlando University Center
(MOUC)
• Faculty
– 121 Certified bilingual facilitators
– 80 certified as Module Preparation Specialists
– Professional Development 2003-2005:
• 42 sessions
• 828 attendees
• 301 bilingual modules

36. Assessment Components
• Student Representative Meetings
• End of Course Evaluations
• External Peer Reviews
• Language Placement Testing and Post-testing
• Student Achievement of Program Objectives
(Midpoint and Capstone Courses)
• Continuous Assessment of Program Activities
(Evaluation of Staff and Faculty Development)
• Evaluation of Student Portfolios

37. End of Course Evaluations
2005

38. End-Of Course Evaluations
• Student Satisfaction Survey
• Completed every 5 weeks
• Scale:
– A Totally Agree
– B Agree
– C Partially Agree
– D Disagree
– F Totally Disagree
• Reported in percentages

39. 55
61
2526
12
8
4 3 4 2
0
10
20
30
40
50
60
70
A B C D F
MODULES
RESOURCES
Instructional Resources

40. 87
95 94
9
3
3
2 1 1 1 0 0
1 1 2
0
10
20
30
40
50
60
70
80
90
100
A B C D F
Class
Management
Group
Interactions
Student
Evaluation
Faculty and Classroom

41. 11
59
84
A
B
C
D
F
Facilities

42. 90
7
1 1 1
A
B
C
D
F
Self-Evaluation
Language Confidence

43. 32 Graduates – June 200532 Graduates – June 2005

44. What is AGMUS Ventures?
WHO ARE WE?
WHAT DO WE DO?

45. What is AGMUS Ventures?
• Joint venture of Ana G. Méndez University System
(Puerto Rico) and Regis University (Colorado)
• AGMUS Ventures created to develop educational
services and products with four key characteristics:
– Accelerated
– Bilingual
– Adult focused
– Targeted to Latino markets: Latino-US and Latin America

46. Services and products
• Develop new sites for implementation of dual language
education model
• Provide administrative services for institutions wanting to
develop this model at their sites
• Offer licensing and consulting agreements for model
implementation: feasibility studies, marketing, staff and
faculty development, others
• Develop materials needed for implementation of the model

47. Contact Info
Carmen Lamboy, lamboy@suagm.edu
Luis Zayas, lzayas@suagm.edu
Luis Burgos, lburgos@suagm.edu
Metro Orlando University Center
(407) 207-3363
5601 S. Semoran Blvd.
Orlando, FL 32822