s. gong, m. met, s. talbot: utah's chinese immersion program (q1)
DESCRIPTION
Participants in this session examined the Utah Chinese Literacy Framework, from the national conversation on literacy that inspired the project to the current curriculum decisions guiding Utah’s statewide implementation of Chinese in its K–12 public schools. Presenters discussed national literacy trends and their role in student-proficiency outcomes, and traced the development of the Utah Chinese Literacy Framework and how it guided the K–12 Chinese curriculum. Utah Chinese Dual Immersion Programs was presented, as well as the framework’s assessment structure and future plans for grade seven through 12 articulation.TRANSCRIPT
National Chinese Language ConferenceLanguage and Literacy in Utah’s Chinese Immersion ProgramApril 15, 2011
Myriam Met Immersion Consultant
Susan Gong Coordinator
Chinese Dual Immersion
USOE
World Language Consultant
Sandra Talbot Director
Chinese Dual Immersion
USOE
World Language Consultant
Language, Literacy, and Academics
• Language and Literacy• Literacy and Language• Academics and Language• Academics and Literacy
Academics
Literacy Language
Language, Literacy, and Academics
Students need to use literacy as a tool to acquire, enhance, and display their learning.
Literacy is critical to success in an academically rigorous curriculum.
Language, Literacy, and Academics
Academics in the primary grades
Concept development
in later grades
describe the characteristics of sounds and vibrations, including how sounds are produced, received and used.
describe the relationship between fractions and decimals
Identify situations that are represented by negative numbers.
explain how early European and African cultures influenced colonial lifestyles.
Literacy in Immersion
Research on the transfer of literacyAlphabetic languagesNon-alphabetic languagesOral language and literacy
developmentAlphabetic languagesChinese?
Chinese ImmersionLanguage, Literacy, and Academics
•Where are we?
•Where do we need to be?
Immersion Student Proficiency
1. Set targets 2. Describe end-of-year outcomes3. Develop a language framework
(functions, forms, and vocabulary)
4. Integrate framework into content units and lesson plans
5. Provide explicit language/literacy instruction
7
Immersion Student Proficiency:Set Targets
At the end of … Total Immersion Partial Immersion
grade 2 intermediate low novice mid to high
grade 5 intermediate mid intermediate low-mid
grade 8 intermediate high intermediate mid to high
grade 12 advanced mid to high advanced low to mid
ACCOUNTABILITY
• District/site• To parents and
students. How to report?
INSTRUCTIONAL DECISIONS
• How do you know students have learned what they need to know?
• How do you know when you can stop? When do you need to re-teach?
Immersion Curriculum Frameworks
Utah’s emerging Chinese dual immersion program
IntroductionProgramCurriculum mapsProcessAssessment
Program: history and scope2008 Utah legislature establishes dual language immersion
programFall 2009 program beginsFall 2011
8 school districts17 schools44 teachers2200 students (K-3)
ProgramUtah state-wide50/50 dual immersionTwo teacherCollaborative across schools,
districts, and grades
Program: content allocation K-3: English/Chinese
Math
(70 min.)
English Language Arts
(125 min.)
Chinese Literacy
(55 min.)
Integrated Social Studies, Science
and Health in Chinese
(55 min.)
Math, Social Studies and
Science Reinforcement
(55 min.)
Program
Maps:
Maps: ACTFL proficiency targets
K Novice Low1 Novice Mid2 Novice Mid-High3 Intermediate Low. . .
Maps: “Can Do” assessmentsFormative assessments shared
with parentsTied to ACTFL Standards
Maps: year-at-a-glance
Maps: year-at-a-glance
Maps: thematic units
Maps: thematic units
Maps: thematic units
Maps: learning plan
Maps: learning plans
Maps: cumulative languageby function and form
Maps: cumulative languageby topic
Process: collaborativeImportant for building lesson
plansMore important for building
teachers
CollaborationProvide professional development
◦Train teachers to make student-centered lesson plans
◦StarTalk teacher workshop◦AUDII (Annual Utah Dual Immersion
Institute)◦Six PD sessions per school year
GRADES 1-3 Chinese Instruction
GRADES 4-6 Chinese Instruction
Language and Literacy in Utah’s Chinese Immersion
Program – Assessment Strategies
Utah's Chinese dual immersion programs currently enroll approximately 1400 K-2 Chinese dual immersion students and will exceed 5,000 K-6 students by 2015. The Utah State Office of Education has set an aggressive goal of graduating 6th grade immersion students with intermediate-mid to intermediate-high proficiency in Chinese (on the ACTFL scale). As this critical mass of students moves through the developed K-6 Chinese immersion curriculum for Utah, careful analysis of the literacy curriculum and its effects on student proficiency levels is critical to the national conversation on Chinese second language acquisition. A carefully developed assessment plan is necessary to evaluate the success of the literacy curriculum developed for these Chinese immersion students and its impact on their second language proficiency outcomes.
LANGUAGE PROFICIENCY ASSESSMENT
UTAH LANGUAGE PROFICIENCY ASSESSMENT STRATEGIES ARE BUILT ON THE ACTFL PROFICIENCY SCALE. GOALS ARE:6TH GRADE = INTERMEDIATE-MID9TH GRADE = INTERMEDIATE-HIGH12 GRADE = ADVANCED
Projected Growth
Can Do Statements
developed by
Greg Duncan, National Consultantin association with
Gregg Roberts, USOE World Language Specialist
Ann Tollefson, National ConsultantMyriam Met, National ConsultantUtah Team of Chinese immersion
specialists and teachers
GRADE 7-12 PROJECTED CURRICULUM OUTLINE DUAL IMMERSION CHINESE COURSE SEQUENCING, Grades 7-9Two courses per grade level, content course aligned with core requirements
DUAL IMMERSION CHINESE COURSE SEQUENCING, Grades 10-12 University Level Coursework directed toward Chinese Minor Requirements One course per grade level
Core Content Assessment (K-2)Utah State Legislature ReportingYear End Testing
◦English Reading Levels (Dibbles)◦Math (District Specific)
All tests administered in English
2010 End of Year Results2011 Mid-Year Results in Math
BYU Creative works
Step by Step
Chinese Dual Immersion Students 1st Grade
Math Language Arts
Chinese Dual Immersion (4)
90% 88%
Monolingual (4) 83% 75%
2 Schools, 8 Classes, 221 Students
Criterion Referenced Testing
Beginning in third grade, student core content knowledge of immersion students will be assessed in English with year-end criterion referenced testing
In 2014, as part of a multi-state piloting consortium, Utah will begin using the new computer adaptive criterion referenced tests currently under development by CCSSO
BYU Creative Works
Step by Step