Bilingual Education

1. Bilingual Education • EDTE 410 • Erin Curiel, Amanda Huggins, Consuelo Vieyra, • Orene Filloon-Clark

2. Bilingual Education • Gives ELLs considerable amount of instruction in reading and learning subjects in their first language. • Majority of programs involve Spanish. • Bilingual education has become a controversy, because many studies have shown that its “no more effective than English only programs” (Slavin 49) • Another cause for argument is how much L1 should be used for instruction?

3. Early Transition Bilingual Education • Transitional or Early Exit Bilingual Education. • TBE: Transitional Bilingual Education • To mainstream the students into English-only classrooms. • Students receive initial instruction in most, if not all, content areas in their home language while they are being taught English. Most of these programs last 2-3 years, long enough for these students to achieve basic interpersonal communication skills (BICS), but not long enough for children to build cognitive academic language proficiency (CALP), in either their native tongue or English.

4. Problems with TBE • Problems: the program rests on the common misconception that two or three years is sufficient time to learn a second language for schooling purposes. • My experience….

5. Which one is better? • According to both articles I read and speaking to Mrs. Perez, a 1st grade bilingual teacher from CVUSD. Conclusion: The results over a long term study are the same. In most conditions students retained their Spanish language and spoke and read English and Spanish with the same capacity. Over a long time they haven’t found a difference, what should matter is the quality of instruction.

6. Dual Language Immersion • Def: A Bilingual Education program that provides academic and language instruction in two languages, ideally K thru 12, with a goal of dual proficiency • (additive bilingualism). • Not Monolingualism • Examples:

7. Dual Language Immersion • Both English Language Learners and Native English Learners participate in content area instruction in both languages. • The two languages are NOT mixed. • The development of the primary language, as well as, advanced levels of functional proficiency in the second language is attained through the performance of academic tasks.

8. Dual Language Immersion • Experts concede that the greatest challenge is to “reduce the gap” between the language abilities of the two groups. • Gained self-esteem and increased cultural pride. • An increased motivation to learn. • A careful attention to high quality bilingual program with primary language maintenance and second language acquisition.

9. Submersion • Def: English Language Learners are placed in native speaking classrooms where teachers have NO training in language teaching pedagogy or sheltered content practices. • An alternative to Bilingual Education. • Denies students their rights under law, however, oversight and enforcement are lax, especially in smaller schools. (Text, p.162)

10. Submersion • Considered the default mode for bilingual education where no provisions are made for language and academic needs. • Monolingualism is the goal. • Social difficulties are not addressed.

11. Pull Out Program • English Language Development ELD: instruction of English in a variety of different programs to understand curriculum based on content standards. Pull Out program is part of ELD. • The Pull Out Program is when ELL students leave their home room and receive instruction in vocabulary, grammar, oral language and spelling for 1/2 an hour to 1 hour per day. (Allyn,162) • This method is the most implemented program in ELD

12. Pull Out Program • Positives of the Pull out program: Students are able to work one on one or in a small group with a trained ELD instructor. The students are grouped based on their CELDT tests and age level. The students receive extra attention and work on their english language structure and development, while in a nurturing environment. • Negatives: Instruction in ELD is rarely in the home room, so ELL students are pulled out and given instruction in a separate classroom. The curriculum they missed out on while they are gone is rarely redone with them, so they are behind in tests and reviews.

13. Pull Out Program • My personal experience with the Pull out program, I’ve noticed it is mainly during Science or Social Science and students miss out on valuable hands on assignments and curriculum that is on state tests. • Although it is most used I do not think it is the most affective. However, I would use it maybe during a different time of the day so students can still receive their ELL instruction, and Science or Social Science.

14. Pull Out Program • It is important to collaborate as teachers, both ELL and general ed., to ensure the students best interests and consistent classroom environments. • Same type of curriculum • Proficiency groups vs. grade level grouping • Not graded or affected by missed assignments.

15. SEI • Structured English Immersion

16. SEI • It is a technique for rapidly teaching ELL students English • It was termed by Keith Baker and Adriana de Kanter • 1983 recommendation to schools to make use of Canada’s French Immersion Program

17. SEI • Is an environment in which students are taught lessons in a protected manner • Gradually mainstreamed to a regular classroom • An example of this is the ESOL pull out

18. SEI pro’s and con’s • Pro’s • Provides many experience in second language in a regular class • Focuses on content knowledge with support in the acquisition of the second language • English is used, modified, and taught at levels appropriate to the class of ELL students • Con’s • No native speakers of the target language in the pull out class besides teacher • May not acquire second language fast enough and may fall behind • May need an explanation and/or clarity providedin the first language

19. Sources • Duran, K. L.., Roseth. J. C., Hoffman, P. (2010) An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers early literacy development. Early Childhood Research Quarterly, 25(2), 207-217. • Diaz-Rico, T. L., Weed, Z. K,.(2010) The Crosscultural, Language, and Academic Development Handbook. 4th edition. • Slavin, R. E., Madden N., Calderon M., Chamberlain A., & Hennessy.(2011) Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education. Educational Evaluation and Policy Analysis, 33(1), 47-58.