“I HABLO U”

1. “I HABLO U” Community-Based Adult Two-Way Bilingual Immersion (TWBI)

2. Presentation Road Map • Program Background and Underlying Motivation • Program Development • 5 Steps • Teaching “I HABLO U” • Demonstration of 3 TWBI Activities

3. Whatis TWBI? Two-Way Bilingual Immersion (TWBI) is… • Dual LanguageEducation • Equalnumbers of nativespeakers of a dominantlanguage(e.g.English) and a partnerlanguage(e.g.Spanish) • Instruction in bothlanguages • 50:50 Model – 50% DominantLanguage, 50% PartnerLanguage • 90:10 Model – 90% PartnerLanguage, 10% DominantLanguage (with a gradual increaseto 50:50)

4. Background of “I HABLO U” History of “I HABLO U” • Empowerment Congress North Area Neighborhood Development Council (NANDC) • University of Southern California (USC), Rossier School of Education • USC Family of Schools: John Mack Elementary, Vermont Avenue Elementary • Pilot Programs: Spring 2010, Fall 2010 Motivation for “I HABLO U” • “Community Building through Language Learning and Co-Mentorship” • Ease tensions between Spanish and English speakers • Provide opportunities for interaction with native speakers of the target language (TL)

5. ProgramDevelopment – STEP 1:InitialPlanning and Partnering • People • Program Directors/Consultants • Teachers • Volunteers/Facilitators • Students! • Places • Hosting Site • Things • Textbooks • Handouts (copies) • Classroom Materials (chalk board, desks, etc.)

6. ProgramDevelopment – STEP 1:InitialPlanning and Partnering, cont’d Good ResourcesforPeople, Places, and Things: • Elementary, Middle, or High School (Parent Center):Hosting site, program volunteers and facilitators • Neighborhood Council: Community oversight volunteers (recruitment, administration ,etc.), discretionary funds • College or University (Department of TESOL and/or Spanish): Volunteer teachers, faculty consultants

7. ProgramDevelopment – STEP 1:InitialPlanning and Partnering, cont’d Good Sources for STUDENTS • English Learners • Elementary, Middle, or High School (Parent Center): Parents • Local Churches and Community Centers • Boys and Girls Clubs: Parents • Spanish Learners • Elementary, Middle, or High School (Parent Center): Parents and Staff • Local Churches and Community Centers • Boys and Girls Clubs: Parents • College or University: Students, Faculty, Staff (DPS) • HEALTH or SOCIAL WORK PROFESSIONS

8. ProgramDevelopment – STEP 2:CurriculumDevelopment Schedule • 14 Weeks, 2 hours per week 3 Components / 3 Syllabi • Community Session (bilingual, 1st hour) • English Language Session (monolingual, 2nd hour) • Spanish Language Session (monolingual, 2nd hour)

9. ProgramDevelopment – STEP 2:CurriculumDevelopment, cont’d Course Goals • Community-building goals • Based on community needs/themes (community liaison) • e.g. Health and Safety, Neighbor Conflict Resolution, Workplace Relations, etc. • Language goals • Based on learner needs and level (assessment) • Tailored to community-building goals • Four Skills (Reading, Writing, Speaking, Listening)

10. ProgramDeveloment – Step 3Recruitment Good Sources for STUDENTS • English Learners • Elementary, Middle, or High School (Parent Center): Parents • Local Churches and Community Centers • Boys and Girls Clubs: Parents • Spanish Learners • Elementary, Middle, or High School (Parent Center): Parents and Staff • Local Churches and Community Centers • Boys and Girls Clubs: Parents • College or University: Students, Faculty, Staff (DPS) • HEALTH or SOCIAL WORK PROFESSIONS

11. ProgramDeveloment – Step 3Recruitment, cont’d • Flyers • English Learners and Spanish Learners • Schools (Parent Center), Clubs, Churches, Community Organizations • Community Events (e.g. resource fairs, block parties) • On-Site Presentations and Q&A Sessions • English Learners and Spanish Learners • Schools (Parent Center), Clubs, Churches, Community Organizations • Emails • Spanish Learners • Schools, Clubs, Churches, Community Organizations • Health and Social ServiceProviders

12. ProgramDevelopment – Step 4Implementation • Determine Enrollment Capacity (invite at least 3-5 over capacity) • Maintain Active Waiting List • Follow-up! (Calls, Emails, Calls) • Distribute Signs, Maps, Directions • Be Strict on Attendance (two unexcused absences = dropped from course)

13. ProgramDevelopment – Step 5Assessment and Evaluation Assessment (initial, ongoing, and final) • Initial Assessment • Assess Learner Needs (learning styles, literacy, educational background, etc.) • Determine Language Proficiency (Beginner, Intermediate, Advanced) • Ongoing Assessment • Ensure Effective Pace (Midterm Exam, Midterm Course Evaluations) • Make Pedagogical Adjustments • Final Assessment • Test CourseGoals (Final Exams) • IdentifyAreasforImprovment (Final CourseEvaluations)

14. Teaching “I HABLO U”Class Schedule • 2 hourclass(7:00 – 9:00 PM) • Twice a week • 1 MandatorySession, 1 Make-up/ReviewSession • e.g. MON, 7:00- 9:00 PM; WED, 7:30 – 9:00 PM • AdultLearners • Time and ”Life” constraints (e.g.childcare, job, etc.) • Miss oneclass, fallbehind -> dropcourse

15. Teaching “I HABLO U”ClassFormat 1) The Community Session (CS) • REVIEW/REPASO • 7:00 – 7:30 PM (30 minutes) • ACTIVITY/ACTIVIDAD • 7:30 – 8:00 PM (30 minutes) 2) TheLanguageSession (LS) • FOUR SKILLS FOCUS • 8:00 – 9:00 PM (60 minutes)

16. Teaching “I HABLO U”The Community Session • REVIEW/REPASO • 7:00 – 7:30 PM (30 minutes) • Spanish-Only (15 min), EnglishOnly (15 min) • ReviewAssignedHomework, Ask Questions • ACTIVITY/ACTIVIDAD • 7:30 – 8:00 PM (30 minutes) • Spanish-Only (15 min), EnglishOnly (15 min) • GuidedCommunicativeActivities • Information Gap, Collaborative Reading, Total Physical Response (TPR)

17. Teaching “I HABLO U”The Community Session • Motivation for Community Session • Rich Native Speaker Input & Output • Promotes Fluency • Encourages Cross-Cultural Dialogue • Learning AND Teaching • “Language as a Resource” vs. “Language as a Deficit” • Neutralizes power disparities • Lowers Affective Filter

18. Teaching “I HABLO U”TheLanguageSession • FOUR SKILLS FOCUS • 8:00 – 9:00 PM (60 minutes) • Skills: Reading, Writing, Speaking, and Listening • Forms: Grammar and Vocabulary • Motivation for Language Session • Presents linguistic skills and content necessary for subsequent Community Session • e.g. Parts of the Body Review (LS) -> “Simón Dice” (CS) • Provides structural basis for new content learned in CS • e.g. Procedural Knowledge (CS) vs. Descriptive Knowledge (LS) • Promotes Accuracy

19. TEACHING DEMO! • GuessWhat! / ¡Adivínelo! (Information Gap) • Let’sReadTogether! / ¡Leamos Juntos! (Collaborative Reading) • Simon Says… / Simón Dice… (Total Physical Response)

20. Links and References Links Empowerment Congress North Area Neighborhood Development Council (NANDC): http://www.nandc.org/ University of Southern California (USC), Rossier School of Education: http://rossier.usc.edu/ USC Family of Schools – John Mack Elementary, Vermont Avenue Elementary: http://communities.usc.edu/neighbors/schools.html References Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.