BILITERACY OUTSIDE THE BOX: Meeting the Needs of Struggling Second Language Learners

1. BILITERACY OUTSIDE THE BOX:Meeting the Needs of Struggling Second Language Learners LUPE LLOYD & ASSOCIATES, INC.

2. PROFILE OF A GRADUATE THINK GLOBAL CONTEXT THINK ECONOMIC CONTEXT THINK TECHNOLOGY CONTEXT THINK ACADEMIC CONTEXT THINK SOCIAL CONTEXT THINK LITERACY CONTEXT THINK LINGUISTIC CONTEXT THINK PERSONAL CONTEXT

3. What language and literacy skills will these graduates need for the future?

4. MYTHS ABOUT LANGUAGE • They don’t need Spanish let’s just teach them English. The more English the more better theory. This actually slows down language acquisition and causes cognitive regressions. They need both to accelerate academically. • If we teach the two languages together the kids get confused. The brain has the capacity for 40 languages. • They can transition later. Transition seldom happens until it is time to sink or swim. There is a 40% drop out rate for ELLs. • They have to be reading in Spanish before we teach them to read in English. Most students are struggling in 3rd through 5th grade with decoding, high frequency words, fluency, comprehension, spelling, and writing in English. • Pobrecitos…it’s too hard for them. Students struggle with comprehension or STAAR analytical reasoning with only one or two years of English experience. • If we only focus on Spanish success, we have left behind English language acquisition and created academic gaps.

5. WHAT RESEARCH SAYS ABOUT LANGUAGE • Language begins in the womb as parents sing, speak or read to a child. • The younger the child, the more predisposed to language with no accent. • After puberty the synapses in the brain solidify and it is harder to discriminate sounds. That is why some people never loose their accent. • The strength in L1 or first language has a direct correlation to the strength in L2 or second language. • If a child only receives partial development in his first language, it will impair the acceleration of the second. Referred to as fossilization. • Language is developmental and academic language must be explicitly taught and only occurs with formal schooling. • True proficiency is being able to listen, speak, read, and write in a language. • Only similar features of a language transfer everything else must be explicitly taught.

6. BALANCED BITERACY PRACTICES REASERCH BASED BEST PRACTICES

7. LUPE LLOYD ACADEMIC EXCELLENCE BILITERACY MODEL Recognized by U.S. Department of Education for Academic Excellence

8. ACADEMIC EXCELLENCE BILITERACY MODEL COMPONENTS Academic development in two languages Pre-K – 5th Continued development at secondary level or third language. Students acquire AP Credits for college in Spanish and graduate with three languages. Simultaneous literacy development Explicit balanced literacy development in both languages No transition, only biliteracy development Academic development in two languages in ELA, Math, Science, and Social Studies. Closes language and academic gaps by third grade. Most students have the capacity to test on the STAAR in English 3rd-5th Biliteracy development continues beyond English acquisition Students are assessed continuously in two languages Data driven decisions are used for needed interventions

9. LINHOLM’S RESEARCHBEST PRACTICES Long Term Treatment Optimal Input in Two Languages Integration of ELA to curriculum Separation of Languages Additive Approach Home-school Collaboration

10. EXEMPLARY DUAL LANGUAGE NATIONAL STANDARDS Explicit language arts and content instruction are provided in both languages systematically throughout their development Program design and curriculum are faithfully implemented Teachers use a variety of strategies to ensure student comprehension Instruction promotes metalinguistic awareness and metacognitive skills Comprehensive data and accountability system based on State and Federal Standards Students are assessed in both languages

11. EFFECTIVE READING INSTRUCTION RESEARCH • Phonemic Awareness • Phonics & Word Study • Spelling & Writing • Fluency • Text Comprehension • Vocabulary

12. KEY: BALANCED LITERACY MUST BE DONE IN TWO LANGUAGES!! • Read Aloud • Phonemic Study • Word Work • Literacy Centers • Guided Reading • Reader’s Workshop • Writer’s Workshop

13. STRATEGIC TARGETS BALANCED LITERACY EXPLICIT INSTRUCTION LANGUAGE AND VOCABULARY DEVELOPMENT ACADEMIC LANGUAGE PROFICIENCY CRITICAL READING SKILLS

14. EMERGENT STRATEGIES NEWS OF THE DAY PHONEMIC STUDY HIGH FREQUENCY WORDS WORD WORK COGNATES SCAFFOLDED READING SCAFFOLDED WRITING

15. TRANSFERABLE VS NONTRANSFERABLE SKILLS LANGUAGE AND LITERACY DEVELOPMENT

16. Spanish only has five vowels and vowel sounds Spanish is a syllabic language There are no variations English has many vowel sounds Based on individual phonemic sounds 1,120 letter combinations to make 44 sounds SPANISH VS ENGLISHCOMPARISON

17. Begin in Spanish and transition to English by 3rd or 4th grade Sometimes at the expense of their Spanish OR Sometimes they never transition and we hope it happens in middle school where all curricular materials are in English Usually blocks of one hour during the day May also include teaching Math and Science in English Beware of Dual Language Models that use transitional practices Begins in Spanish and gradually transitions to English May bridge from one language to another but no equal access to literacy in the second language. Sometimes at the expense of their first language OR Sometimes they never transition Usually 90/10, 80/20, 70/30, 60/40 upper grades are sometimes 50/50 May also include teaching of Math and Science in English Beware of Biliteracy Models that use transitional practices TRANSITIONAL MODELS

18. PROBLEMS WITH TRANSITIONAL MODELS • If you drop the Spanish it will result in language loss and cognitive regressions. • If the program is not developing the acquisition of English and Spanish, it is not an effective program. • Even if you increase the time for English, it will not give you better results. It falls under the more English, the more better theory. • Only Explicit Literacy Development makes students academically strong and must be anchored to strong literacy practices. • If all of the textbooks they read are in Spanish, we are not making them college ready. • If all of their college books and assessments are in English, WE ARE NOT DEVELOPING CRITICAL READERS

19. TRUE BILITERACY ROCKS • The goal is to close the language and literacy gaps by third grade so that students can do critical and analytical reading in both languages in the upper grades. • Most students in a Biliteracy program since Pre-K can take English state assessments beginning in 3rd grade. • The goal is for students to become bilingual and biliterate pre-K-5th and have the option to take a Spanish Literature course for Spanish speakers and eventually do Advanced Placement for college credit. • OR Take a third language and graduate with three languages • Biliterate students are college ready with strong critical reading skills in English and Spanish for success.

20. TRUE BILITERACY ROCKS • Students graduating Biliterate or Tri-Literate need to have a special designation on their diploma. • Districts committed to BILITERACY make it a board policy. • Uses simultaneous literacy development Pre-K to 5th • Anchors to research-based balanced literacy practices • Literacy skills are explicitly taught in both languages • Targets Biliteracy in all core subjects: Math, Science, Social Studies, and Language Arts.

21. LUPE LLOYD & ASSOCIATES, INC. (210) 872-1960lupelloydinc@sbcglobal.net CONTACT INFORMATION