¡Capacitación Bilingüe Para Todos Los Niños!

1. ¡Capacitación Bilingüe Para Todos Los Niños! Presented by Dr. Leo Gómez, Associate Professor/Assistant Dean College of Education, The University of Texas Pan American Dr. Richard Gómez Jr., State Director Migrant & Bilingual Education, OSPI, State of Washington Dr. José Agustin Ruiz-Escalante, Associate Professor College of Education, The University of Texas-Permian Basin February 23, 2001Phoenix, Arizona - NABE 2001

2. Equality of Educational Opportunity • Eng. Speaker: PK K 1 2 3 4 5 • (Communicative Base) • Span. Speaker: PK K 1 2 3 4 5 • (Communicative Base) • Academic Content-Areas • Language Development (L1 & L2) • Cultural Relevance, Experiences, etc. • Standardized Testing---TAAS

3. Three Perspectives on Language • Language as a Problem • not valid, associated with poverty, deficient • underachievement, negative perception • educational/societal problem, no social value • Language as a Resource • co-existence of national and linguistic diversity • economic benefit/upward mobility • Language as a Right • right to freedom of expression, self-identity • preservation of cultural & linguistic heritage • equal educational & societal opportunity

4. Purpose of Bilingual Education • Instruction in the Learner’s L1 to Promote: • conceptual development in all subjects (keep up w/peers) • the communicative proficiency which underlies both 1st and 2nd language development • Two Types of Language Proficiency: • BICS: Basic Interpersonal Communication Skills (2-3) • basic commands, social conversation, communicative fluency • CALP: Cognitive Academic Language Proficiency (5-7) • reading, writing, content-based, sophisticated language

5. Transitional Early Exit Models • TBE is a Deficit Model • Early Transition from L1 to L2 (2-3 years of L1 instruction) • Development of BICS within two years prompts educators to transition early. However, still no development of CALP • Concurrent translation commonly used due to push for early English acquisition

6. Transitional Late Exit Models • Late Transition from L1 to L2 (4-5 years of L1 instruction) • Assures the development of CALP proficiency for language transfer • Conceptual development in L1 for acquisition of L2 • Emphasis is placed on valuing and developing the native language and culture

7. Goal of Transitional Model • Transitional models of bilingual education practice subtractive bilingualism • Deficit model encourages remediation • Children are asked to set aside or subtract their native language and assimilate to the more prestigious/dominant English language • Children’s native language not valued and not academically developed

8. Goal of Two-Way Model • Two-Way Models of bilingual education are Additive Models-Develop Biliteracy • Additive model encourages enrichment, challenging curriculum and high expectations • Children are provided the opportunity to add one or more languages (CALP level) • Children’s native language valued & academically developed (CALP)

9. Interdependence Hypothesis • A learner who has mastered the basics of reading, writing and thinking in the L1 will transfer these skills and knowledge and perform well in the L2.

10. Threshold #1: Limited Bilinguals • At this level, learners exhibit low levels of competence in both languages, with negative cognitive effects on academic learning • Early Exit TBE models typically produce students at this level

11. Threshold #2: Less Balanced Bilinguals • At this level, learners exhibit age-appropriate competence in one, but not two languages, with no positive or negative cognitive consequences on learning • Late Exit TBE models typically produce students at this level

12. Threshold #3: Balanced Bilinguals • At this level, learners exhibit age-appropriate competence in both languages, with positive cognitive effects on learning • Two-Way models typically produce students at this level

13. Consistency in Language • Effective language development in any language requires consistency in that language in order to move the learner from communicative proficiency to academic proficiency.

14. Two-Way Model Characteristics • Program must be implemented at least 4-6 years • Extensive exposure and use of the two languages • Language development must focus on academic subjects (learn specific content-areas in English or Spanish) • Integration of content-areas with language arts curriculum

15. Two-Way Model Characteristics(Continued) • Separation of languages for instruction • Equal consistency in the use of each language • Total school climate must reflect a bilingual/ biliterate atmosphere • Close balance of two language groups in each classroom is ideal, but not necessary

16. Two-Way Model Characteristics(Continued) • Students provided with ample opportunities to use both languages (listening, speaking, reading & writing) • Administrative support (campus/district) • Instruction should challenge and empower students (high expectations-gifted program) • High quality bilingually proficient teachers, or ESL certified teachers • Active home school collaboration/ support (parents actively involved)

17. Two-Way Model Benefits • Native Language & Cultural Development as a Right • Both Spanish and English Valued Equally • Bilingualism for Both the Spanish and English Speaker • Not Remedial, but Enrichment and Challenging, Additive • High Levels of Language & Cultural Proficiency (Balanced)

18. Two-Way Model Benefits (Continued) • Cognitive Advantages for Future Learning (Future Academic Success) • Appreciation and Respect of one's own Language & Culture • Value and Respect of one's Language & Culture by Others • Economic Advantages (Job Opportunities, NAFTA)

19. Two-Way Model Research • For language minority students schooled in the U. S. from kindergarten through 5th grade, the Two-Way Developmental Bilingual Education Model is the most successful, as measured by standardized tests across all subject areas • When students schooled bilingually (two-way), rather than focus on L2, there is greater academic achievement (Virginia Collier & Wayne Thomas, 1997)