Success in Two-way/Dual Language Education: Models & Outcomes

Success in Two-way/Dual Language Education:Models & Outcomes

Kathryn Lindholm-Leary, Ph.D.Professor, San José State University

[email protected]

OABE ConferenceJune 2013

Two-Way/Dual Language

What is Two-Way/Dual Language Education – different models and practices?

What evidence shows it works?

What is Two-Way/Dual Language Education?

Two-Way or Dual Language Education: integrates native English speaking and English language learning students in the same classroom and provides academic instruction through two languages, one of which is the primary language of each group of students.

Popular: 500-800 in US public schools in 28 states & DC, 200 in Calif, 318 registered in Texas (www.texastwoway.org)

Goals: Bilingualism – Orally proficient in 2 languages Biliteracy – Read & write 2 languages at grade level Achieve at/above grade level Cross-cultural competencies

What is Dual Language Education?Four Major Criteria (www.cal.org/twi)

Integration: Language-minority and language-majority students are integrated for at least 60% of instructional time (and ideally more) at all grade levels.

Instruction: Content and literacy instruction in English and the partner language is provided to all students, and all students receive instruction in the partner language at least 50% of the instructional day at all grade levels.

Population: Within the program, there is a balance of language-minority and language-majority students, with each group making up between one-third and two-thirds of the total student population.

Duration of Program: Pre-K/Kinder/1st Grade through elementary (preferably through high school)

L1

L2

Knowledge learned through one language paves the way for knowledge acquisition in the second language

Students who learn content in L1 can demonstrate knowledge in L2 once they acquire academic language skills in L2

Underlying Assumption of ModelTransfer Across Languages

ÁlgebraUna ecuación cuadrática

es una ecuación polinómica de segundo grado, de la forma ax2 + bx + c = 0.

Álgebra Elemental

Quadratic equation

Polynomial equation

Different solutions…

Step 1..

Ecuación cuadráticaEcuación polinómica Diversas posibilidades…Primero..

L2 Knowledge L1

10%

90%

English Target

Language Arts/ReadingMathematicsScienceSocial Studies

Language Arts

Grades K-1

Instructional Design 90:10 & 50:50

50%

50%

English Target

Language Arts/ReadingMathematicsScienceSocial Studies

All Grades90:10 50:50

Dual Language Education ModelCurriculum & Assessment

Curriculum based on state standards ALL students held to same expectations as mainstream

Curriculum more rigorous – students learn to read, write, understand, speak in two languages

Curriculum more rigorous - based on national standards for foreign language instruction: Communication, Cultures, Connections, Comparisons, and Communities.

Assessment practices same as in mainstream English (tests in second language)

Dual Language Education ModelGrounded in Research, Theory, Best Practices

Effective schools and classroom environments Foreign language education/Bilingual education Second language and literacy development Research on the brain, learning, and memory Desegregation and multicultural education Parent involvement Teacher practices, staff qualifications, and professional

development Assessment practices and approaches

TWI/Dual LanguageHow to Promote Success

1. Developing high quality Dual Language program requires lots of hard work and planning.

2. High quality programs use the research-based Guiding Principles for Dual Language Programs to guide them in moving toward higher quality implementation (it’s free)

http://www.cal.org/twi/guidingprinciples.htm

3. DL programs have been developed across the grade spans – pre-K, elementary, middle, and high school levels.


Promoting Success in TWI/Dual Language

Guiding PrinciplesGuiding Principles for Dual Language Programshttp://www.cal.org/twi/guidingprinciples.htm

Program Structure Curriculum Instruction Family and Community Staff Quality and Professional Development Support & Resources Assessment and Accountability


Guiding Principles for Dual Language Programshttp://www.cal.org/twi/guidingprinciples.htm

Program Structure Additive bilingualism: L1 + L2 = Bilingualism

Subtractive: L2 – L1 = English dominant (lose Home Language)

Equity & integration for all students

Knowledgeable teachers & leaders

Continuous program planning


Guiding Principles


Myth – more time in instruction in English more proficiency & higher achievement in English. NOT TRUE


Guiding Principles

Several major research reviews show that more English does not lead to higher outcomes in English

Language majority and language minority students in 90:10 achieve at least as well in English as students in 50:50.

ELLs in English-only programs had lowest proficiency in English, lowest achievement in English, & highest school dropout rates

Reality – more time in Target Language more proficiency & higher achievement in Target, no negative effect on English.


Guiding Principles

Research

More Target Language NOT= lower outcomes in English

Students in 90:10 are more proficient in Spanish and more likely to be bilingual than students in 50:50.

More bilingual = higher achievement in English.

English Language Proficiency - ELL Grades 2-6 by Program Model

English language proficiency outcomes NOT differ by program model: 90/10 vs. 50/50 vs. English only (despite differences in amount of English instruction).

2nd 3rd 4th 5th 6th325350375400425450475500525550575600

California English Language Development Test Total Score

90/10 LEAST Eng

50/50 HALF Eng

State Av ALL Eng

Sca

le S

core

s


Guiding PrinciplesGuiding Principles for Dual Language Programshttp://www.cal.org/twi/guidingprinciples.htm

CurriculumCognitively challenging (not remedial/basic skills)

& standards-basedReflects vision of bilingualism & biliteracyEnhanced: infuses language objectives and cultural

knowledge with content instruction Reading and writing across the curriculumArticulated within and across grade levels



Guiding Principles Instruction

Sheltered instruction for L2 learners

Cognitive organization of material - Graphic organizers, thinking maps

Grouping practices to maximize language development, social skills, and communicative skills


Guiding Principles Assessment & Accountability

Use student achievement data to shape and/or monitor program effectiveness; assessments in both languages

Staff Quality & Professional Development Recruits/retains high quality/highly bilingual staff; has a quality professional development plan appropriate for bilingual vision

Family and Community Promote parent involvement/participation equally across all groups

Support and Resources Program receives support from district, community, and all school staff

TWI/Dual Language

Evidence for success of TWI/Dual Language Education 30 years of

consistent research findings in US!

40 years of research in Canada & other countries – results in US similar to other countries

TWI/Dual LanguageEvidence for Academic

Achievement Research - by late elementary

school, students in TWI/Dual language (TWI/DL) programs achieve similar to or higher than peers in English mainstream programs

However, students in TWI/DL are bilingual and biliterate, peers in English only are

rarely bilingual or biliterate

TWI/DL works in all languages studied: Spanish, Chinese, Korean, Japanese, Russian, German, Italian, French programs

English Reading Performance – EPby Program Model

State highest grade 2; by 5th grade 90:10 and 50:50 higher than state; 90:10 higher than 50:50 grades 3-6

2nd 3rd 4th 5th 6th .300

325

350

375

400

90/10 - LEAST Eng

50/50 - HALF Eng

State Av: 100% Eng

Cal

iforn

ia S

tand

ards

Tes

t Sca

le S

core

s

Profi-cient

English Reading Performance – ELLby Program Model

State highest grades 2-4; by grade 6, 90:10 and 50:50 higher than or equal to state; 90:10 higher than 50:50 grades 4-6

2nd 3rd 4th 5th 6th .250

275

300

325

350

375

90/10 - LEAST Eng50/50 - HALF EngState Av: 100% Eng

Cal

iforn

ia S

tand

ards

Tes

t Sca

le S

core

s Profi-cient

TWI/Dual LanguageEvidence for Academic Achievement

Research findings (TWI/DL students achieve at/above non-TWI/DL peers in English-only classes) observed with students of varied backgrounds:

SES – upper, middle, lower; parents with college education to parents with elementary education

Ethnicity – Hispanic, Asian/Chinese/Korean, African American, Euro American

Special Education – students with identified special needs (GATE, IEP)

English Reading PerformanceEthnic Group – EP Students in

Spanish All TWI/DL students groups score higher than their peers in English mainstream in the state (CA=Calif) (Grades 4-8, n=1149).

Hisp TWI

Hisp CA

. AfricAm TWI

AfAm CA

. AsianAm TWI

AsAm CA

. White TWI

White CA

250

275

300

325

350

375

400

425

CST

Sca

le S

core

s

English Reading Performance Students in Korean & Mandarin

All TWI/DL students groups score (slightly) higher than their peers in English mainstream in the state (CA=Calif), who score very high.

Korean TWI

Korean CA

. Chinese TWI

Chinese CA

. White TWI

White CA

250

275

300

325

350

375

400

425

450

CST

Sca

le S

core

s

Mandarin/English EP: Chinese Background & Caucasian Back-

ground

Grade 4 Grade 6

Korean/English: All Korean background (ELL & EP)

Academic Achievement in English - Reading Russian Immersion Students

Russian immersion score higher than non-immersion students

School SuccessTWI/DL High School Students’

Attitudes Most students – express positive attitudes that “Learning Through Two Languages..”

made me smarter

helped me to think better

helped me get better grades

gave me more confidence to do well in school

Percent Agree

79%

99%

95%

94%

School SuccessTWI/DL High School Students

Less likely to drop out of school than non-TWI/DL peers

More likely to take AP courses

More likely enrolled in higher-level math

More likely pass High School Exit Exam

TWI/Dual LanguageEvidence - Oral Communication

Skills English oral language skills:

Native English and Spanish speakers are orally proficient

Students communicate with teacher/peers & give presentations in grade-level tasks

Spanish oral language skills: Most native English & Spanish

speakers proficient (teacher ratings) or at Intermediate level of proficiency (foreign language test)

Students communicate with teacher/peers and give presentations in grade-level tasks

98% rate themselves as somewhat or very bilingual

Communication SkillsAttitudes About Bilingualism

Most students – express positive attitudes

Appreciate other languages Important to learn other languages

& be bilingual Enjoy studying through 2 languages

and in DL program

Percent Agree

98%

99%

95%

Advantages & DisadvantagesOf Bilingualism/Immersion Program

Advantages DISadvantages• Can communicate with more/different

people• Can talk to grandparents, other family• Have a better social life, more friends • Can help others• Improve the world• Can translate for others• Have more knowledge, intelligence• Better future• Better job• More clients (lawyers, doctors)• Make MORE MONEY!!!!!• Understand other cultures• Easier to learn other languages• Can help in emergencies/save a life• Watch movies in another language• Read books in more languages• “Secret” language• Impress others

• More (double) homework

• Have to translate for parents or others

• Hard work, tough• Time consuming

Socio-Cultural CompetenceAttitudes Toward Others

Almost all students – express positive attitudes toward others Better understanding of others

(Target Language speakers, those of other cultures)

More understanding of people different from me – compared to peers

Feel comfortable around people different from themselves

Socio-Cultural CompetenceCultural Attitudes &

Knowledge Most students – express interest in and positive attitudes toward culture because of TWI/DL program/studies

Better understanding of cultures Greater appreciation for other cultures Understand aspects of Target culture

Percent Agree

95%90%93%

My last comment is this; wherever life takes you, being bilingual will always be useful.

Documents

Success in Two-way/Dual Language Education: Models & Outcomes