This document summarizes the bilingual program for Royse City ISD. It describes a transitional early exit bilingual model where students are transitioned to English-only instruction between 2-5 years. It emphasizes the importance of comprehensible input, low anxiety environments, and vertical alignment across grades to support English language learning. Specifically, it recommends introducing concepts in the student's native language initially and building vocabulary in English, using both languages for instruction as needed depending on the grade level, and avoiding direct translation between languages.

1. ROYSE CITY BILINGUAL PROGRAM FALL 2011 Marie Lowry Royse City ISD

2. Transitional Early Exit What is it? Most common bilingual program in Texas. Transfers students to an English-only instruction no earlier than 2 years and no later than 5 years.

3. What does research tell us about successful programs? “Programs that provide good instruction in the first language, together with comprehensible input in English, succeed in teaching English.” (Krashen, )

4. Key factors for successful English language learning. Comprehensible Input Low- anxiety environment The Royse City Plan

5. 1. Comprehensible Input Comprehensible input…. What does that look like? Activity – Read and follow directions.

6. Would anyone like to share what you learned? Post comprehensible input Would you like to share now?

8. Comprehensible input means ….. creating a bridge that supports and facilitates understanding.What are some very effective ways of doing that?

9. Create sticky surfaces for language!

10. Introduce important concepts in Language 1 on the first day of instruction in Math, Science, and Social Studies/Language Arts/Reading Use L1 for L2 when needed. (Krashen, 1985; Lightbrown & Spada, 2006)

11. Build background knowledge Make connections to past learning and life Explicitly state what is going to be learned Think alouds Demonstrations Preteachdifficult vocabulary Provide opportunities to manipulate the information

12. Provide PLENTY of time for interaction Provide time to discuss the new concepts Ask good questions! I wonder…. I noticed…..What did you notice? How can you use this? What does this make you think of?

13. 2. Create a Low Anxiety Environment So….how important is supportive communication? An activity- Can you draw a picture of a yourself? How about if……

14. Relationship + Connection = Learning

15. An ELL’s affective filter (protective shield) goes up if he does not feel safe and successful. How much learning is likely to take place?

16. An ELL’s affective filter comes down when she feels safe and valued. How much learning is likely to take place?

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)

18. Take a moment to reflect on the culture of your classroom. Draw a picture that captures the essence of you classroom. What do you like? Reflect What would you like to change? Share with a friend.

19. 3. The Royse City Plan Vertical Alignment

20. Pre- Kindergarten Language Arts and Reading Children learn their letters in Spanish first As mastery is achieved in Spanish, it is beneficial to expose them to letters/sounds in English. Separate Spanish and English instruction times. Imagine Learning Spanish/English read-alouds Rhyming can taught in both (easier in English).

21. Math Introduce colors/numbers/shapes in Spanish/reinforce in English Science/Social Studies Once children learn the concepts in Spanish, teach the English vocabulary associated with new concepts. **Songs in English **Instructions in English once children understand routines

22. Bilingual Program Kindergarten- Language Arts and Reading (English/Spanish)

23. English Language Arts /Reading must be separate from Spanish Instruction appropriate to explain in Spanish at any time. While Spanish is being mastered, letters and sight words are being introduced and learned in English. Writer’s Workshop Read-alouds in both languages everyday. ** Imagine Learning

24. Math/Science/Social Studies Introduce Concepts in Spanish. Reinforce in English Books in English/Spanish. Clarify in Spanish whenever necessary. **Simple instructions in English, ie, classroom instructions, cafeteria, etc. Use hand gestures.

25. First grade First Grade Language Arts and Reading (Spanish/English)

26. First Grade Math/Science/Social Studies Introduce concepts in Spanish. Build and reinforce vocabulary in English. Plenty of time to manipulate concepts and practice new vocabulary. Model vocabulary and use it repeatedly. Applaud effort when student uses Academic Language. Clarify in Spanish whenever necessary.

27. Second Grade Second Grade Language Arts and Reading

28. Primarily in English. Spanish should be used to introduce complex concepts and whenever clarification is needed. Spanish readers should be provided in the classroom. Spanish reading materials provided for home.

29. What not to do… ***Ineffective programs use concurrent translation, in which a message is conveyed to students in one language and then translated in the other. Why shouldn’t we do this?

30. Why is direct translation ineffective? Because it results in there being no need to negotiate meaning! The child does not have to listen to the message in the second language since he knows it will be repeated!! (Legarreta, 1979)

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 Lightbrown, Patsy M., & Nina Spada (2006) How Languages are Learned. New York, NY: Oxford Press.