Dual Language Programs

Defining Terms

Defining Options

Defining Results

Defining Terms

Dual language education:

a) An umbrella term encompassing all programs in which two languages are used as the medium for delivering academic content

b) A program in which half of each class is made up of speakers of English and the other half, speakers of the target language

c) A form of bilingual educationd) All of the above

Defining Terms

• Bilingual education

• Two way immersion/Dual language

• Foreign Language immersion

Defining TermsIMMERSION• Uses two languages

for instruction• Serves students of

majority language backgrounds

• Goal includes high levels of proficiency in new language and in home language

• Use of home language gradually increased

• Additive bilingualism

BILINGUAL EDUCATION• Uses two languages

for instruction• Serves students of

minority language backgrounds

• Goal includes high levels of proficiency in new language

• Use of home language gradually decreased

• Subtractive bilingualism

DUAL LANGUAGE/TWO-WAY IMMERSION

•Uses two languages for instruction, with the home language of minority students used for most of the school day in 90-10 models.

•Serves students proficient in English and students learning English

•Goal includes high levels of proficiency in new language and in home language.

•Use of both languages for about 50% of the school either from kindergarten (50-50 model) or by grade 3.

•Additive bilingualism

Research

• For data on program outcomes see

• www.lindholm-leary.com

Defining Options

Populations:• Speakers of English

• Heritage learnersa) Proficient in English

b) Learners of English

Time:a) 90-10

b) 50-50

c) other

Language, Literacy, and Academics

Academics

LiteracyLanguage

Dual Language Programs in Portland Public Schools

Overview of PPS Programs

Programs Goals and Concepts

Model Variables

Strengths and Challenges

Resources

10 Programs 4 Languages

• K-12• 20 year history• Diverse settings• Diverse learner

populations• Languages:

– 7 Spanish– 1 Japanese– 1 Mandarin– 1 Russian

Immersion Program Goals

• The immersion language is used to learn subject matter content. Math, Science, Reading, Writing, Social Studies or The Arts may be selected as appropriate content subjects.

• Language learning will also occur in the context of real life situations and help students interact in social situations.

• Age appropriate instructional strategies and activities will be key instructional components, including content, language and cultural objectives.

• Language and content curriculum are articulated using materials at an age-appropriate content level.

• Expressive and receptive language development is emphasized at all stages of the program.

• The program provides ways to motivate learning a second language. It encourages language and cultural enrichment activities such as summer programs, exchanges and travel.

Key Immersion Concepts

• To develop high level of proficiency in reading, writing, speaking and listening in two languages.

• To develop high academic performance in all content areas.

• To develop a deep understanding and appreciation of other cultures.

• To develop skills in cross cultural communication and a sense of responsible global citizenship.

• To develop the ability to study and communicate across the curriculum in two languages.

• To develop competence in social interactions in the two languages.

Varying Models in PPS

Model Variables/

Language

Spanish Mandarin Russian Japanese

Learners 6 Two Way

1 One Way

1 One Way 1 Two Way 1 One Way

Time Allocation

4 90:10

3 50:50

50:50 70:30 50:50

Other Impacting Variables

• One Teacher vs. Two Teachers• Content Allocation - what content do you

teach in the target language• Specials role in program• Homogenous L1 Groupings for native

literacy or L2 Language development• All School vs. Program within a School• Self Selection vs. mandated• Special Education/TAG/ESL• SES

Strengths of Our Programs

• Committed Teachers

• District Commitment to K-12

• Strong community support

• High interest from families

• Model programs in district to draw upon for support

• Collaboration with higher ed.

• Data indicates academic and linguistic successes

Challenges in Implementation

• Adequate language and literacy development• Appropriate curriculum materials both

linguistically and developmentally• Supporting varying program models and

languages• Dearth of research around non-cognate

languages• Obtaining good data around language and

literacy development • Addressing special ed. Issues• Finding qualified and certified teachers

Resources

• Center for Applied Linguistics www.cal.org

• Center for Advanced Research on Language Acquisition www.carla.umn.edu

Questions?