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Improving Education for English Learners: Research –Based Approaches

Improving Education for English Learners: Research –Based Approaches. English Learner and Support Services Professional Learning Series March 31, 2011. Chapter 6 Alternative Education Programs for English Learners. pp. 323-382 By Kathryn Lindholm-Leary and Fred Genesee.

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Improving Education for English Learners: Research –Based Approaches

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  1. Improving Education for English Learners: Research –Based Approaches English Learner and Support Services Professional Learning Series March 31, 2011

  2. Chapter 6Alternative Education Programs for English Learners pp. 323-382 By Kathryn Lindholm-Leary and Fred Genesee

  3. Based on a presentation by Patty Dineen-Wehn, Sonoma COE & Stephanie Wayment, Lake COE Region 1 COE Leads

  4. Today’s format • Pair discussion • Group discussion • Mini-Collaborative Poster

  5. Three Programs

  6. Overview of Chapter p. 323 • Provide rationale for & advantages of dual language approaches • Describe key characteristics of the three alternative programs

  7. Overview of Chapter p. 323 • Review research on outcomes of students who have participated in dual language programs • Present research relevant to program effectiveness, implementation, and learner needs in dual language programs • Some based on empirical research

  8. Alternative Education Programs: language, literacy & academic instruction (pp. 323 & 324) • Use of two languages (English & another language) to educate language minority students • and language-majority students in a two-way immersion model

  9. Lines of Communication You need a partner. Listen for directions.

  10. Lines of Communication How does schooling in two languages assist students in relationship to globalization?

  11. Globalization (p. 324) • Linguistic & cultural competence play key roles in affording students the tools they need to take advantage of the opportunities of globalization • “Competitive edge” in the global marketplace.

  12. Lines of Communication How does teaching in two languages help English learners brains’ (neurocognitive advantages)?

  13. Neurocognitive Advantages (pp. 324-325) • Advanced levels of bilingual competences are associated with cognitive advantages in “executive control process.” • When problem solving, competent bilinguals are able to: • focus attention when potentially conflicting information is presented • select relevant over irrelevant information • switch strategies when a solution is not forthcoming

  14. Lines of Communication What are the advantages for students in an alternative program related to their home language?

  15. Home Language Advantages (pp. 325-326) • ELs with advance levels of competence in certain aspects of the home language demonstrate superior achievement in English literacy compared with ELs with lower competency in home language abilities • Phonological awareness skills decoding • Vocabulary • Dual language programs systematically use L1 to scaffold the acquisition of English literacy

  16. Lines of Communication What are the advantages for students in an alternative program related to schooling and cultural competence?

  17. Schooling & Cultural Competence (pp. 326-328) Dual language programs… • provide many conditions that are essential for the reduction of prejudice and discrimination • provide communication skills & cultural awareness to facilitate intergroup contact & appreciation (two-way immersion programs)

  18. Schooling & Cultural Competence (pp. 326-328) • Misattributions (behaviors of respect different from mainstream America) are less likely to happen • “funds of knowledge” (L. Moll): skills, knowledge, expectations, and understandings that children have about the world and their place in it are different for students from different cultural backgrounds. Prior knowledge & experiences are linked to funds of knowledge. Teachers have an understanding of cultural experiences.

  19. Program Characteristics (p. 328- 335) Review the summary chart on p. 329 Slides 20-22 are for your reference only. With a partner, find two similarities and one difference. Share with whole group.

  20. Transitional Bilingual Program (pp. 330-331) • “Early Exit Bilingual Education” • Content subjects in home language with English Language Development (ELD) • Once “sufficiently” proficient, move to English mainstream program Purpose: • To ensure mastery of grade level academics • To facilitate & speed up English acquisition

  21. Developmental Bilingual Program (pp. 331-333) • “Late Exit Bilingual Education” • Maintenance Bilingual Education • One-way program, only minority students working to maintain home language, or full proficiency in home language Purpose: • Promote high levels of academic achievement in all curricular areas and full proficiency in both home language & English for academic purposes • *If master grade level curriculum in home language, usually decrease achievement gap & often outperform EOs.

  22. Two-Way Immersion Program(pp. 333-335) • Two-way Bilingual Education • Dual Language Immersion • Provides education opportunities for all students to become bilingual • Provides integrated language & academic instruction for native speakers of English & native speakers of another language Purpose: • High academic achievement • 1st & 2nd language proficiency • Cross cultural understanding

  23. Program Characteristics(p. 328- 335) Comments or questions about Transitional Bilingual (TBE), Developmental Bilingual (DBE) , or Two-way Immersion (TWI)?

  24. STUDENT ACHIEVEMENT & PROGRAM OUTCOMES (PP. 335-353)

  25. Comments?

  26. Characteristics ofEffective Dual Language Programs (pp. 353-360)

  27. Five Issues 5 volunteers to read please ISSUES IN LEARNER NEEDS (PP. 360-364)

  28. 1. Socio-economic Status (pp. 360-361) “… most research on English learners includes Hispanic students from low-income families and, thus, there is insufficient variation in student SES to discern the true relationship between differences in SES and variations in achievement among English learners (Adams et al. 1994). (p. 360)

  29. 2. Length of Residence in US and Prior Schooling (pp. 361-362) Recent immigrants tend to attain higher levels of achievement than do second- or third-generation Hispanic students. (p. 361)

  30. 3. Students with Disabilities (p. 362-363) Students with special education needs who participated in dual language programs experienced significant positive outcomes by the upper elementary grade levels. (p. 362)

  31. 4. Language Status(pp. 363-364) …several studies have shown that bilingual Hispanic students have higher achievement scores, GPAs, and educational expectations than their monolingual English-speaking Hispanic peers. (pp. 363-364)

  32. 5. Demographics of School Population (p. 364) …English learner and Hispanic English-speaking students in predominantly Hispanic, low-SES schools achieved similarly to or higher than their peers in mainstream English-only programs at the same or nearby schools.

  33. Please stand up.Find a partner at least 3 chairs away from yours.Share with this partner,one piece of information, idea, or thought you are taking away from today’s session on“ Alternative Education Programs for English Learners.”

  34. In Conclusion …. …there is sufficient research to demonstrate the positive impact of high-quality dual language programs to promote bilingual, biliterate, content-area, and multicultural competencies. Lindholm-Leary and Genesee p. 367

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