Selecting an Effective Bilingual Instructional Model

1. Selecting an Effective Bilingual Instructional Model Closing the Literacy Gap for ELLs Ashley Martin Education 7201:Seminar in Applied Theory and Research I Fall 2010

2. Table of Contents • Introduction • Statement of Problem: • Slide 3 • Review of Related Literature: • Slides 4, 5, 6, 7, 8, 9, 10 • Statement of Hypothesis: • Slide 11 • References • Slides 12 & 13 ¡Hola! Hello!

3. Statement of Problem • To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish-speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels.

4. What’s the Debate? Reversing the Bilingual Education Act (1968) with NCLB

5. Native Language Support • Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next. (Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).

6. Native Language Support • Literacy skills that are significant predictors of later reading success and response to instruction are similar for English and Spanish, and include skills for phonological processing. (Lee & Schallert, 2006; Vaughn et al., 2006) • Texas ELA test scores higher for ELLs in bilingual models than immersion models. (Quesada, 2007)

7. English Immersion ProgramsL2 replaces L1; No native language support • Research confirms English-only immersion models as most effective • (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al., 2010; Rossell & Baker, 1996; Winsler et al., 2006) States with recent policy changes: California, Arizona, Georgia, and Massachusetts.

8. English Immersion ProgramsL2 replaces L1; No native language support • Synthesis of research • 300 studies were examined to analyze and quantify effectiveness of bilingual education models. • Just 22% of studies suggested bilingual education model effectiveness over immersion models. (Rossell & Baker, 1996)

9. Additional Synthesis of Research • Synthesis conducted recently; findings were reversed. • Bilingual instructional models favored over those that eliminated native language. • 17 studies, mostly Spanish-speaking, and covered a wide variety of bilingual models (Transitional, Two-Way, Dual Language) (Slavin & Cheung, 2005) • Illustrates the need for further research to reach conclusions as to effectiveness of programs.

10. Bilingual Education Theorists • Jim Cummins • Bilingualism and special education: Programs and pedagogical issues (1983). • “students must receive sufficient comprehensible input in the target languagewhilemaintaining ties to the native language” • Ofelia Garcia • Logisitical concerns - vary by region • Teacher preparation, entrance and exit criteria, parental involvement, curriculum.

11. Statement of Hypothesis HR¹: Use of bilingual small-group literacy instruction in English Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (ECLAS-2, Fountas & Pinnell) HR²: Bilingual small-group literacy instruction in English Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B.

12. References • Carlo, M.S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., . . . White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms [Electronic Version]. Reading Research Quarterly, 39(2) 188-215. • Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jim�nez, A. (2005). Bilingualism for the children : Implementing a dual-language program in an English-only state. Educational Policy, 19, 701-727. doi: 10.1177/0895904805278063. • Culatta, B., Reese, M., & Setzer, L. (2006). Early literacy instruction in a dual-language (Spanish-English) kindergarten. Communication Disorders Quarterly, 27(2), 67-82. doi: 10.1177/1525740106027002051. • Cummins, J. (1983). Bilingualism and special education: Programs and pedagogical issues. Learning Disability Quarterly, 6(4), Autumn, 373-386. • Duran, L, Roseth, C. J., & 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. doi: 10.1016/j.ecresq.2009.10.002. • Freeman, R. (2000). Contextual challenges to dual-language education: A case study of a developing middle school program [Electronic Version]. Anthropology & Education Quarterly, 31(2), 202-229. • Garcia, E. (2007). Education comes in diverse shapes and forms for U.S. bilinguals. In J, Noel, (Ed.), Multicultural Education, 2nd ed. 138-144. New York: McGraw Hill. • Garcia, O. (2008). Bilingual education in the 21st century. West Sussex, United Kingdom: Wiley-Blackwell. • Garcia, O. (2005). Positioning heritage languages in the United States [Electronic Version]. The Modern Language Journal, 89(4), 601-605. • Helmsley, G., Holm, A., & Dodd, B. (2006). Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers. International Journal of Bilingualism,10(4). 453-476. doi: 10.1177/13670069060100040401. • Holloway, L. (2000, October 17). Immersion promoted as alternative to bilingual instruction. The New York Times. Retrieved from http://thenewyorktimes.com • Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant and international perspectives [Electronic Version]. Language in Society, 27(4), 439-458. • Johnson, D. C. (2010). The relationship between applied linguistic research and language policy for bilingual education [Electronic Version]. Applied Linguistics, 31(1), 72-93.

13. References (2) • Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context [Electronic version]. TESOL Quarterly, 31. 713-739. • Leung, C. B., Silverman, R., Nandakumar, R., Qian, X., & Hines, S. (2010). A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners [Electronic Version]. American Education Research Journal. doi: 10.3102/0002831210382890. • Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program [Electronic Version]. Anthropology and Education Quaterly, 4(1), 94-114. • Potowski, K. (2004). Student Spanish use and investment in a dual language immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), Spring, 75-101. • Quesada, P. (2007). A comparative study of the writing achievement of fourth grade English language learners in a dual-language bilingual program and a transitional bilingual program in the lower Rio Grande Valley (Texas) [Electronic Version]. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(4-A), 1310. • Ravitch, D. (1997, September 5). First teach them English. The New York Times. Retrieved from: http://www.nytimes.com • Rossell, C. (2002). Dismantling bilingual education implementing English immersion: The California initiative. Public Policy Inst. of California, San Francisco. ERIC Document Reproduction Service No. ED467063. • Rossell, C. & Baker, K. (1996). The educational effectiveness of bilingual education [Electronic Version]. Research in the Teaching of English, 30(1), 7-74. • Slavin, E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2). Summer, 247-284. doi: 10.3102/00346543075002247. • Tong, V., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O. M. (2008). Accelerating early academia oral English development in transitional bilingual and structure English immersion programs. American Educational Research Journal, 45(4), 1011-1044. doi: 10.3102/0002831208320790. • Vaugh, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D., . . . Francis, D. J. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39(1), 56-73. doi: 10.1177/00222194060390010601. • Winsler, A., Diaz, R., Espinoza, L., Rodriguez, J. (1999). When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool [Electronic version]. Child Development, 70(2). 349-362.