A Dual Language Model for Higher Education

1. A Dual Language Model for Higher Education Breaking the Language Barrier to Hispanic Access, Retention and Graduation Luis Zayas, Sistema Universitario Ana G. Méndez

2. Why is Accelerated Dual Language Education Important? • From research sponsored by the Hispanic Summit and census data we can conclude that- • Hispanics are underrepresented in higher education • 17% of the population vs. 13% of university students in Central Florida • Lower graduation rates than non-Hispanics • Trend likely to continue- • Overrepresented in PK-12 (22%) • 34 % ESL

3. Why is Accelerated Dual Language Education Important? • Hispanic mastery of the English language affects access to higher education • 40% of Hispanics were born in a non-English speaking environment • Higher when including recent Puerto Rican migrants • 46% have migrated to the US in the last 10 years • 75% of Hispanics speak Spanish at home • 14 million Hispanics report that they do not speak English “very well” (49%) US Bureau of the Census, 2000

4. Language skills as a barrier to higher education • A significant proportion of Hispanics do not have the skills, experience or confidence in English needed in a traditional university • They are placed in ESL programs that do not transfer easily into regular programs • Access is delayed

5. Cultural differences as a barrier to higher education • Every culture has different forms of • Non-verbal communication • Interpersonal relations • Meaning/concept construction • All have great impact on student success

6. Why is Accelerated Dual Language Education Important? • Hispanic adults have significantly lower university level attainment. US Bureau of the Census, 2000

7. Why is Accelerated Dual Language Education Important? • Conclusion • In order to increase access and success of Latino adults to higher education we need alternative programs that will allow for: • Enhancing English skills • Reinforcing Spanish language skills • At the same time you make progress towards your degree

8. Basic elements of Discipline-Based Dual Language Immersion Program® • English and Spanish language courses required • Placement testing in both languages • All content courses: 50% in English, 50% in Spanish • Language development objectives for every course • Bilingual faculty and staff • Language skills lab

9. A Dual Language Model for Higher Education Is Dual Language Effective?

10. The success of Dual Language at the PK-12 levels • Research* comparing student test scores nationwide indicated that- • Children learned English faster and better than in traditional ESL programs • Students with higher initial proficiency in native language increase English proficiency faster • Maintained and developed their 2nd language skills to become bilingual • Scored better in other school subjects than students in monolingual or traditional ESL programs *Thomas, Collier (2001); Lindholm-Leary (2005)

11. Results of assessment of learning study • Assessment study required by our accrediting agency (Middle States) shows that • At the Program Mid-Point, students demonstrate achievement at the “Very Good” level for program objectives • They also demonstrate a very high “Satisfactory” level of achievement in language skills as defined by the Dual Language Professional Competencies. • Difference between students achievement in both languages is statistically not significant

12. Scores compared of Program Objectives and Language Skills English 2.817 Spanish 2.937 Both Languages 2.892 Program Objectives 3.317 0 1 2 3 4 Unsatisfactory Excellent Very Good Satisfactory

13. Fully accredited by Middle States Association Metro Orlando Campus (407) 207-3363 5601 S. Semoran Blvd. Orlando, FL 32822