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DESIGNING INCLUSIVE AND COMMUNITY-BASED PROGRAMS: BILITERACY IN ELS THROUGH AFTER-SCHOOL, SUPPLEMENTAL,
AND FAMILY-CENTERED PRACTICES
Accountability InstituteSan Diego, CA
December 9, 2014
Fernando Rodriguez-Valls, Ph.D., Associate Professor, CSUF Celina Torres, M.P.P., Administrator, CDE
Objectives
• Learn about the basic components of the Family Biliteracy program, a low-cost, research-based supplemental program that engages both English Learners and their parents at the same time
• Identify why Family Biliteracy is a promising practice that can addressing the parent engagement/empowerement section of the LCAP
Family
Biliteracy
LOCAL CONTROL ACCOUNTABILITY PLAN
What is the Local Control and Accountability Plan (LCAP)?
The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d).
LCAP
The LCAP is required to identify 1. annual goals, 2. specific actions, and3. measure progress for student subgroups across
multiple performance indicators, including student academic achievement, school climate, student access to a broad curriculum, and parent engagement.
School districts and charter schools are required to 4. obtain parent and public input in developing,
revising and updating LCAPs.
LCAP State Priority
• State Priority #3 (LCAP Template)• C. Engagement: • Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)
• http://www.cde.ca.gov/fg/aa/lc/documents/lcaptemplate021814.doc
Challenges to Parental Involvement
• Time- Asking parents when scheduling programs.
• Culture- Valuing the funds of knowledge within the community.
• Language- Promoting multilingualism.
• Trust- Building confianza and showing respect.
FAMILY BILITERACY and LCAP
Family Biliteracy- 1. It is designed to involve the whole family in the
child’s learning process.2. It is a supplemental (after, Saturday and/or
summer) program. 3. Goals: a) to increase the levels of biliteracy for
participating families; b) to enhance first language instruction (indicator of LTEL); and, c) to promote the idea of family as a unified learning UNIT.
4. Outputs: a) learning together; hands-on, project-based methodology
Why Family Biliteracy? (cont.)
Family Biliteracy (FB) underscores Gay’s (2000) description of the effects of culturally responsive practices:
a) validation b) reaffirming, and c) legitimacy Family Biliteracy: a) nourishes a space for families where they not only
sense that their experiences are worthy to be shared, but also they feel legitimate when they realize that other families face similar linguistic challenges.
b) supports a pedagogy that empowers families and children by creating an inclusive space for all families and children (Delpit, 2006).
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Family Biliteracy: Additive Education
If the language and culture of parents previously developed at home are added to the language and culture reinforced in schools, families would be able to benefit from their literacy knowledge and cultural heritage (Lee, 2003; González, 2006).
The idea is to show parents of EL students that their linguistic knowledge is an asset for their children’s biliterate education (Bernhard, 2010).
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Schools and Teachers Need to
• Understand as well as to embrace the reality students and parents experience in their communities.
• Design programs that promote biliteracy as the nexus between languages
• Create educational initiatives that promote the coexistence of languages.
Family Biliteracy: Reading Cooperatives
• After school Program • 100 first-grade students and their parents
• Bilingual books help teachers to develop cultural biliteracy in the classroom that values and embraces the bilingualism experienced by students in their daily life experiences (Medina, 2010)
• Parent Involvement- “Now people realize that schools will not work well without community involvement and support” (Dutcher, 2004, p. 31)
Creating Biliteracy by Reading
• Picture-walk (4 pages)- 20 minutes
• Dialogic Reading (4 pages)- 20 minutes
• Sharing ideas with the whole group- 20 minutes
• Presenting homework- 10 minutes
Building Biliteracy from the I to the Community
Book Book’s Theme Emerging Topic
Hairs/Pelitos Who are we? Parents’ reading skills could help students reading in English
The Upside Down Boy/El niño de Cabeza
Spanish-speaking students struggling school
Family support to be successful at school
Lover Boy/Junito el cariñoso
Children showing feelings Biliteracy across content area
Grandma Fina and Her wonderful Umbrellas/La abuelita y sus sombrillas
maravillosas
We are a community Respect inside and outside school
Little Gold Star/Estrellita de oro
Universal Stories Plots in similar stories ate the same regardless of
the language
Magic Dogs and the Volcanoes/Los perros
mágicos de los volcanes
Tales across the world Science is bilingual
Platero y Yo Our challenges in life Biliteracy and state exams
Biliterate Outcomes
• Leer en dos lenguas ha ayudado a mi hija y me ha ayudado a mi. Yo he aprendido a valorar mi lengua y mi hija ha visto que aunque mi inglés es muy poquito, mi español le puede servir para que ella aprenda (Reading in two languages has helped my daughter and it has helped me. I learned to value my language, and my daughter has learned that though my skills in English are not too strong, my Spanish could help her when she is learning).
• En este proyecto yo he podido ayudar a mi hijo a saber como encontrar el significado de palabras desconocidas, a encontrar sinónimos para la comprensión, a reflexionar para adquirir más comprensión. Mi español le ayudo a ella a aprender inglés (In this project I had the opportunity to help my son to find the meaning of unknown words, to find synonyms for comprehension purposes, and to reflect while reading, which helped him on his comprehension. My Spanish helped him to learn English)
Lessons Learned • “When teachers do not permit or support diverse ways of
communicating, the class can be a hostile place. Too many Latina/o college students have shared with me that in school, they were punished for speaking Spanish. . . . Over time, some stopped participating in class; they withheld their voices.” (Ochoa, 2007, p. 4).
• Reading cooperatives opened the doors for an environment where languages fully interact.
• Reading and analyzing bilingual books showed parents, teachers, and students that the skills they use when they speak, read, and/or write in their first language are useful when learning a second language.
• Parents become “more cross-culturally aware” and expand their abilities to “communicate with others” (Grabe, 2008, p. 6). Thus they constructed an educational environment where linguistic diversity is defined as the desire to learn [with] other languages and to learn from all the languages and cultures existent in the school and in the community.
Family Biliteracy in your school district
Question # 1
Who are we as school district?
English Learners? Biliteracy? Funds of Knowledge? Multiculturalism?
Adapted from Quezada, Lindsey & Lindsey (2012)
Family Biliteracy in your school district
Question # 2
Why do we do what we do?
Program Design? Decision Making? Leadership? Partnerships?
Adapted from Quezada, Lindsey & Lindsey (2012)
Family Biliteracy in your school district
Question # 3
How will we develop and use the skills that we have?
Active listening? Collaboration? Understanding? Team?
Adapted from Quezada, Lindsey & Lindsey (2012)
Family Biliteracy in your school district
Question # 4
In what specific behaviors will we (school district) engage?
Tolerance? Acceptance? Embrace? Empower?
Adapted from Quezada, Lindsey & Lindsey (2012)
Family Biliteracy in your school district
Question # 5
What do we need to begin?
Adapted from Quezada, Lindsey & Lindsey (2012)
And now?
Gracias
Contact Information:
Celina Torres- [email protected]
Fernando Rodríguez-Valls- [email protected]
Thank you
