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Two-Way Dual Immersion: From Theory to Practice

Two-Way Dual Immersion: From Theory to Practice. Veronika Lopez-Mendez, vlopez-mendez@sandi.net. What is Two-Way Immersion?.

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Two-Way Dual Immersion: From Theory to Practice

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  1. Two-Way Dual Immersion: From Theory to Practice Veronika Lopez-Mendez, vlopez-mendez@sandi.net

  2. What is Two-Way Immersion? Two-Way Bilingual Immersion blends two language education models: an immersion program for English-only speakers and a bilingual maintenance model for English learners. Students from the two language groups attend class together, learning from one another and supporting each other's second language acquisition. Both groups of students develop linguistic and academic competence in two languages: their native language and one more.

  3. Goals of Two-Way Bilingual Immersion • Students will develop high levels of proficiency in their primary language and a second language. • Academic performance for both groups of students will be at or above grade level. • All students will demonstrate positive cross-cultural attitudes and behaviors.

  4. Benefits of Two-Way Immersion • Students add a second language to their first- Additive Bilingual Model • L1 + L2 = Bilingual • High levels of bilingual proficiency • Bilingual – read and write at or above grade level in TWO languages!! • Achievement in content areas (math, science, social studies) at or above grade level • Multicultural competencies

  5. 50:50 Model at Work • Students work as language partners/ triads • The partner language and English are used equally throughout the program • Content is separated by language • Builds literacy skills in English and Spanish • Students take their L1 knowledge and transfer it to the L2

  6. Instructional Delivery • Requires that teachers model and use visual meaning making in both language • Language is always academic • Spanish/English is used as the language to deliver content • Strong phonemic awareness instruction will move across languages • English and Spanish reading is explicitly taught • Teachers model language and sets expectations for language use

  7. Classroom supports • Language rich instruction • Phonemic awareness and phonics are taught and built upon throughout the day • The classroom environment is one that teaches and supports What does support look like?

  8. What supports does this chart provide? Is this a chart that teaches? OR Is it a chart that represents the learning?

  9. Language Supports Across the Curriculum Setting the objective Language demands

  10. Supports for Non-fiction Text Language experience Big idea- supporting details

  11. Word Study Supports

  12. Academic Language supports for discussing stories and characters

  13. Non-Fiction Supports to Build Academic Language • Support meaning making • Build vocabulary • Common experiences are used within oral language study

  14. Guided Supports for Language • Guided writing experience supports language development • Labels build vocabulary • Instruction is linked to independent practice

  15. Application to Writing

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