dual language a closer look at instruction by: jennifer brennan kyrias
TRANSCRIPT
Dual Language
Dual Language
A Closer Look at
Instruction
A Closer Look at
Instruction
By: Jennifer Brennan Kyrias
What is it?What is it?
• Serves language minority and language majority students in one classroom
• 50% of students from each language group• Supports children in first language (L1)
while acquiring a second language (L2)• Additive model• Evanston model: Two-Way Immersion (TWI)
• Serves language minority and language majority students in one classroom
• 50% of students from each language group• Supports children in first language (L1)
while acquiring a second language (L2)• Additive model• Evanston model: Two-Way Immersion (TWI)
% Language Percentages %% Language Percentages %
• K: 90% Spanish, 10% English• 1: 80% Spanish, 20% English• 2: 80% Spanish, 20% English• 3: 70% Spanish, 30% English• 4: 60% Spanish, 40% English• 5: 50% Spanish, 50% English
• K: 90% Spanish, 10% English• 1: 80% Spanish, 20% English• 2: 80% Spanish, 20% English• 3: 70% Spanish, 30% English• 4: 60% Spanish, 40% English• 5: 50% Spanish, 50% English
Why Dual Language?Why Dual Language?
• To produce bilingual, biliterate, bicultural children
• It is effective!
• To produce bilingual, biliterate, bicultural children
• It is effective!
Common Myths About Bilingual Education
Common Myths About Bilingual Education
• Children learn second languages quickly and easily• The younger the child, the more skilled in acquiring a
second language• The more time students spend in a second language
context, the quicker they learn the language• Children have acquired a second language once they
can speak it• In order to learn English, children should stop using &
learning home language
• Children learn second languages quickly and easily• The younger the child, the more skilled in acquiring a
second language• The more time students spend in a second language
context, the quicker they learn the language• Children have acquired a second language once they
can speak it• In order to learn English, children should stop using &
learning home language
Pieces of an Effective Program:
Pieces of an Effective Program:
• Strong leadership & support: individual, local, district, and community-wide
• Professional development: individual, local and district administration
• High-quality, purposefully planned instruction• Environment where minority language and culture are
highly valued
• Strong leadership & support: individual, local, district, and community-wide
• Professional development: individual, local and district administration
• High-quality, purposefully planned instruction• Environment where minority language and culture are
highly valued
Instruction must include:Instruction must include:• Connections to social & cultural values and experiences of
children• Language (WIDA) and content-area standards • Development of literacy skills in native language first, then
add second language• Comprehensible input, sheltered instruction• Grade-level content-area instruction• Safe, low-risk environment where students’ language and
culture are valued• ESL instruction embedded in context• Fair and appropriate assessment
• Connections to social & cultural values and experiences of children
• Language (WIDA) and content-area standards • Development of literacy skills in native language first, then
add second language• Comprehensible input, sheltered instruction• Grade-level content-area instruction• Safe, low-risk environment where students’ language and
culture are valued• ESL instruction embedded in context• Fair and appropriate assessment
Reading Reading
• Begin with native language guided reading instruction, crossover around 3rd grade or when significantly above grade level
• Whole group instruction primarily in Spanish for grades K-3• Regardless of language of instruction, reading skills transfer
to other language• Integrate content area in guided reading• Anchor lesson guided practice independent practice• Assessment: Developmental Reading Assessment
(DRA)/Evaluación de Desarrollo del Lenguajo (EDL), Fluency Checks, Unit Tests, Informal Monitoring
• Use skills from basal, reading series trade book sets, content area trade book sets, Reader’s Theater, Literature Circles
• Begin with native language guided reading instruction, crossover around 3rd grade or when significantly above grade level
• Whole group instruction primarily in Spanish for grades K-3• Regardless of language of instruction, reading skills transfer
to other language• Integrate content area in guided reading• Anchor lesson guided practice independent practice• Assessment: Developmental Reading Assessment
(DRA)/Evaluación de Desarrollo del Lenguajo (EDL), Fluency Checks, Unit Tests, Informal Monitoring
• Use skills from basal, reading series trade book sets, content area trade book sets, Reader’s Theater, Literature Circles
Support SystemSupport System
• K-2 teaching assistants• Push-in guided reading teacher• PLP/ILP• Extended day• Fluency tutors
• K-2 teaching assistants• Push-in guided reading teacher• PLP/ILP• Extended day• Fluency tutors
Math Math
• Fully in Spanish until Grade 4• Reinforce cognates• Word wall with word image• 3rd grade English translation of words that
aren’t cognates• Photocopy & send home English translation
packets (for parents to help with homework)• University of Chicago Everyday Math
• Fully in Spanish until Grade 4• Reinforce cognates• Word wall with word image• 3rd grade English translation of words that
aren’t cognates• Photocopy & send home English translation
packets (for parents to help with homework)• University of Chicago Everyday Math
Science &
Social Studies
Science &
Social Studies• Primarily instructed in Spanish• Build L2 vocab in ESL, read alouds• Integrate into guided reading• Depends on resource availability• Foss, National Geographic +• Hands-on, field trips, build background• Word Wall Vocabulary
• Primarily instructed in Spanish• Build L2 vocab in ESL, read alouds• Integrate into guided reading• Depends on resource availability• Foss, National Geographic +• Hands-on, field trips, build background• Word Wall Vocabulary
Writer’s WorkshopWriter’s Workshop
• Primary: Lucy Calkins: Units of Study• Intermediate: Ralph Fletcher: Writing
Workshop, Lessons for the Writer’s Notebook• Grammar embedded in mini-lessons,
conferences• Native language, some crossover when
appropriate - what is the goal?
• Primary: Lucy Calkins: Units of Study• Intermediate: Ralph Fletcher: Writing
Workshop, Lessons for the Writer’s Notebook• Grammar embedded in mini-lessons,
conferences• Native language, some crossover when
appropriate - what is the goal?
Word WallsWord Walls
• English: sight words/high frequency words• Spanish: Primary: sight words/high frequency words
Intermediate: focus on vocabulary; post word lists for common error patterns, ex: b/v
• Color-code: compound words, cognates, subject area (Spanish)
• Math: vocabulary + image/example; 3rd grade introduce non-cognates in English to prepare for transition
• Introduce/teach with purpose• Regularly interact with word walls• Teach students to refer to them regularly• Center activities
• English: sight words/high frequency words• Spanish: Primary: sight words/high frequency words
Intermediate: focus on vocabulary; post word lists for common error patterns, ex: b/v
• Color-code: compound words, cognates, subject area (Spanish)
• Math: vocabulary + image/example; 3rd grade introduce non-cognates in English to prepare for transition
• Introduce/teach with purpose• Regularly interact with word walls• Teach students to refer to them regularly• Center activities
Cognates/Cognatoson-going instruction
Cognates/Cognatoson-going instruction
To speak Spanish and English is of great importanciaIt is something you need in any circunstanciaI've a method that shows there's a great abundanciaSpanish words that you know each and every instanciaThe words that I've chosen are very didácticoIt's a way to learn Spanish that is quite automáticoSome say I'm a genius, some say I'm lunáticoBut they're wrong, I'm only A Cognate Fanático!Ellis Toussier-Ades Bigio-Antebi
Be careful!embarrasada embarrassed
éxito exit
To speak Spanish and English is of great importanciaIt is something you need in any circunstanciaI've a method that shows there's a great abundanciaSpanish words that you know each and every instanciaThe words that I've chosen are very didácticoIt's a way to learn Spanish that is quite automáticoSome say I'm a genius, some say I'm lunáticoBut they're wrong, I'm only A Cognate Fanático!Ellis Toussier-Ades Bigio-Antebi
Be careful!embarrasada embarrassed
éxito exit
Lesson PlanningLesson Planning
SIOP: Sheltered Instruction Observation Protocol
• Approach for teaching content to language learners in strategic ways that make the subject matter comprehensible while promoting L2 development
• Also known as SDAIE: Specially Designed Academic Instruction in English
SIOP: Sheltered Instruction Observation Protocol
• Approach for teaching content to language learners in strategic ways that make the subject matter comprehensible while promoting L2 development
• Also known as SDAIE: Specially Designed Academic Instruction in English
Big Idea / Essential Understanding / Question
State Academic Standards: Language Proficiency Standards: Language of Instruction:
Activities: Content Objectives Student will: Language Objectives:
Strategies: Differentiation:
Flexible Grouping: Materials: Instructional Assessments:
Activities: Content Objectives Student will: Language Objectives:
Strategies: Differentiation:
Flexible Grouping: Materials: Instructional Assessments:
Activities: Content Objectives Student will: Language Objectives:
Strategies: Differentiation:
Flexible Grouping: Materials: Instructional Assessments:
Previe w Sta g e:
Foc us ed Learning
Stat e :
Applica tion Stat e :
SIOP® LESSON PLAN Date: ________________ Grade/Class/Subject: __________________ Unit/Theme: __________ Standards: ________________________________________________ Content Objective(s): ____________________________________________________________________ ______________________________________________________________________________________ Language Objective(s): ___________________________________________________________________ ______________________________________________________________________________________
Key Vo cabulary Supplementary Materials
SIOP Features
Preparation Scaffolding Grouping Options ___ Adaptation of Content ___ Modeling ___ Whole class ___ Links to Background ___ Guided practice ___ Small groups ___ Links to Past Learning ___ Independent practice ___ Partners ___ Strategies incorporated ___ Comprehensible input ___ Independent Integration of Processes Application Assessment ___ Reading ___ Hands-on ___ Individual ___ Writing ___ Meaningful ___ Group ___ Speaking ___ Linked to objectives ___ Written ___ Listening ___ Promotes engagement ___ Oral
Lesson Sequence Reflections:
Social StructureSocial Structure
• Place high value on minority language and culture
• Encourage social and academic crossover interactions
• Provide many opportunities for language experiences with one another
• Teach BICS
• Place high value on minority language and culture
• Encourage social and academic crossover interactions
• Provide many opportunities for language experiences with one another
• Teach BICS
AssessmentAssessment• What is objective of assessment,
language or content?• Reading: Native language (DRA/EDL)• Math & Other: Language of instruction
with support if needed• ISEL (primary), ACCESS, ISAT
(intermediate)• On-going local assessments
• What is objective of assessment, language or content?
• Reading: Native language (DRA/EDL)• Math & Other: Language of instruction
with support if needed• ISEL (primary), ACCESS, ISAT
(intermediate)• On-going local assessments
ResourcesResources
• See complete resource list• See complete resource list
SummarySummary
• Dual Language is a worthwhile commitment to make to our children and their futures
• DL requires time and energy to implement effectively
• As a former TBE teacher, I have witnessed, firsthand, the effectiveness of DL
• The social and academic rewards of DL are invaluable
• Dual Language is a worthwhile commitment to make to our children and their futures
• DL requires time and energy to implement effectively
• As a former TBE teacher, I have witnessed, firsthand, the effectiveness of DL
• The social and academic rewards of DL are invaluable