DUAL LANGUAGE RESEARCH: EFFECTIVE PRACTICES FOR PROMOTING BILINGUALISM

1. DUAL LANGUAGE RESEARCH: EFFECTIVE PRACTICES FOR PROMOTING BILINGUALISM Dr. Frank Lucido, Associate Professor Texas A&M University-Corpus Christi Leticia Castaneda, Assistant Director Institute for Second Language Achievement Texas A&M University – Corpus Christi

2. RESEARCH STUDY • University research grant provided by Texas A&M University-Corpus Christi • Eight (8) school districts/five (5) states included in study • Albuquerque, New Mexico Independent School District • East San Jose Elementary School • Chicago, Illinois Independent School District • Darwin Elementary School • Rachel Carson Elementary School • Josiah L. Pickard Elementary School • Anderson Elementary School • Inter-American Magnet School • El Paso, Texas--Ysleta Independent School District • Alicia Chacón Elementary School

3. Research Study(continued) • Canutillo, Texas Independent School District • Canutillo Elementary • Jose Damian Elementary • Houston, Texas Independent School District • Gary L. Herod Elementary School • Arlington, Virginia Independent School District • Francis Scott Key Elementary School • Hidalgo, Texas Independent School District • Kelly Elementary School • Napa, California Independent School District • Napa Language Academy

4. Campus Leadership Practices • Campus leadership committed to bilingualism and bilingual education. • Administrator learned research and applied program: 1st year/one grade, 2nd year two grades, etc. • Administrator informs community. • Administrator keeps school in district eye with representation at board meetings and other district functions.

5. Campus Leadership Practices(continued) • Administrator ensures compatible planning partners, and facilitates schedules with sufficient time for planning. • Administrator allows time for both vertical and horizontal team planning. • Administrator facilitates parent attendance, transportation to training. • Administrator protects the integrity of program, i.e.: no new 4th graders added, etc.

6. Campus Leadership Practices(continued) • Administrator treats teachers as participants; teachers are invested and empowered. • Administrator facilitated smooth program implementation with parent support after staff and community disagreed on which program model to implement (50/50 or 90/10). • Administrator facilitates staff training and development (staff in-service/attendance to NABE, CABE, etc.) • Administrator is committed to program staffing (a key to program success).

7. District Leadership Practices • School-wide Title VII funds applied for/or made available • District commitment to second language learning and bilingualism • Provision of district level position(s) to support dual language programs • Superintendent supportive, i.e.: teacher visas • Enthusiasm for program; support for teacher needs

8. District Leadership Practices(continued) • District-wide training in dual language research and program implementation (the only such program in the United States is in Chicago • District provides two (2) teachers and one (1) aide per school • District provides funds for materials • District establishes a Department of Language, Culture, and Early Childhood

9. Program Characteristics • Spanish as L2: instruction for all students (SFL “immersion” program) • Spanish literacy integrated through content • Program phased in gradually • High level of development of Spanish language use required by bilingual teachers to facilitate production • Planned and practiced student presentations in L1 and L2 for all students

10. Program Characteristics(continued) • No one model of implementation was prevalent among the schools visited but whatever the model it was respected • Team teaching is used with teachers working in their area of expertise or preferred language • Clear language division: one (1) day English/ one (1) day Spanish or other appropriate models were observed • Program begins with Prekindergarten level • Teacher preparation and planning facilitates stability of program

11. Program Characteristics(continued) • Heterogeneous grouping for instruction • Administrators, teachers, and staff believe in children as language learners • Some language pairing in environmental literacy • Tutoring before or after school at least twice weekly • Continuous assessment of language development in both languages

12. Program Characteristics(continued) • Continuous assessment of program goals and outcomes • Adequate materials in both English and Spanish languages • Certified administrators and bilingual teachers • Continuous professional development for administrators and teachers • Adequate library materials in both English and Spanish • Support staff is also supportive of dual language program

13. Effective Classroom Practices • Separation of both languages during instruction • Commitment to consistency in implementation of model of dual language • Language assessment of practices in both languages are consistent • Continuous vertical and horizontal planning • Positive and warm classroom climate

14. Effective Classroom Practices(continued) • Literacy rich classroom environment in both languages • Teachers committed to bilingualism and dual language program • Thematic instruction and integration of curriculum • Student-centered learning with “hands-on—minds-on” activities • Learning centers evident in early childhood classrooms

15. Effective Classroom Practices(continued) • Integration of culture into the curriculum • Flexible grouping for instruction in English and Spanish • Incorporation of various language learning strategies, such as Language Experience Approach, Total Physical Response, and Natural Approach to Language Development • Instruction is developmentally appropriate with rich comprehensible input

16. Effective Classroom Practices(continued) • Balanced approach to literacy development with incorporation of literature in both languages, phonics, and whole language strategies • Technology incorporated into the curriculum • A wide assortment of classroom materials in both languages • Certified and well-trained faculty with little or no mobility

17. Effective Teacher Practices • Belief in the philosophy of a dual language program • Passionate and dedicated to the philosophy of the school • Collaborative and work as a “united” team; support each other • Plan in vertical and horizontal teams • True to the language being taught • Choose to teach in a dual language environment

18. Effective Teacher Practices(continued) • High emphasis on literacy in both languages • Continued assessment in both languages (to individualize instruction) • Variety of “hands-on—minds-on” activities used in instruction • Variety of instructional strategies are used (i.e.: center instruction, cooperative groupings, thematic units, thinking maps) • Instruction is data-driven • Technology integration

19. Effective Teacher Practices(continued) • Student-centered classroom (“stress free” environment) • Quality instruction resulting from hiring of quality teachers • Instructional practices are revisited with new teachers

20. Characteristics of Parents • Commitment to program (low mobility) • Political action facilitated repeal of English only bill • Community buy-in essential to program success: parents voted in program and kept informed of practice • Parents in classrooms assisting with instruction • Parents participate in classes (i.e.: GED/ESL, parenting skills, arts & crafts, story writing) • Parents provide instructional support after training by filling in classrooms when teachers are in training. Some parents provide cultural training.

21. Characteristics of Parents(continued) • Literacy materials sent home with parent for home practice; parents help students at home • Monthly meetings with parents and teachers • Parent computer training; take home computer programs • Fund raisers for program materials • Parent literacy focus • Parent Commitment Contract required by school • Parents as full time volunteers (i.e.: 20 school wide)

22. Questions Contact Information Dr. Frank Lucido Associate Professor College of Education Frank.Lucido@tamucc.edu Leticia Castaneda Assistant Director Institute for Second Language Achievement Leticia.Castaneda@mail.tamucc.edu