v. doherty two-way bilingual education two-way bilingual education “two-way bilingual programs...

V. Doherty Two-Way Bilingual EducationV. Doherty Two-Way Bilingual Education

Two-Way Bilingual EducationTwo-Way Bilingual Education

““Two-way bilingual programs address Two-way bilingual programs address several serious issues facing education several serious issues facing education

in the United States today.” in the United States today.” Donna ChristianDonna Christian

Differing opinionsDiffering opinions Only by preserving Only by preserving

our commonality--our commonality--English--can we English--can we ensure that we will ensure that we will continue to live continue to live and work together and work together as one Nation, as one Nation, one people.one people.

Proficiency in two or Proficiency in two or more languages should more languages should be promoted for all be promoted for all American students. American students. Bilingualism enhances Bilingualism enhances cognitive and social cognitive and social growth, competitiveness growth, competitiveness in a global marketplace, in a global marketplace, national security, and national security, and understanding of diverse understanding of diverse peoples and cultures. peoples and cultures.

Toby Roth, 1993Toby Roth, 1993

Stanford report,1993Stanford report,1993

Crawford states that this schizophrenic Crawford states that this schizophrenic attitude can be summed up asattitude can be summed up as

““additive bilingualism for English additive bilingualism for English speakers and subtractive bilingualism for speakers and subtractive bilingualism for language minorities”.language minorities”.

(p.210)(p.210)

AgendaAgenda Essential definitionsEssential definitions Brief review of language support programsBrief review of language support programs Characteristics of a dual language programCharacteristics of a dual language program Look at dual language programs in terms of Look at dual language programs in terms of

Wirt and Kirst’s values in education policyWirt and Kirst’s values in education policy Activity to bring it all together and to bring Activity to bring it all together and to bring

out any questions you have.out any questions you have.

DefinitionsDefinitions

Bilingual educationBilingual education– TransitionalTransitional (aims to prepare students to enter (aims to prepare students to enter

the mainstream classroom by using the home the mainstream classroom by using the home language to ‘transition’ into English language to ‘transition’ into English instruction)instruction)

– DevelopmentalDevelopmental (aims to maintain and develop (aims to maintain and develop the home language as students acquire English)the home language as students acquire English)

Two-way bilingual education places two language Two-way bilingual education places two language groups together and promotes the learning of a groups together and promotes the learning of a second language while maintaining the home second language while maintaining the home language.language.

Programs and Percentages

ESL (pull-out and pull-out with content) - 64%ESL (pull-out and pull-out with content) - 64% Transitional bilingual education programs - 26%Transitional bilingual education programs - 26% Developmental bilingual education programs - 10%Developmental bilingual education programs - 10%

According to Collier & Thomas (1997) of the 10% who were in According to Collier & Thomas (1997) of the 10% who were in developmental bilingual education programs, only 3% were in developmental bilingual education programs, only 3% were in dual language, or two-way bilingual programs.dual language, or two-way bilingual programs.

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

““The quick-exit orientation, The quick-exit orientation, though still pervasive, is though still pervasive, is

beginning to face a challenge beginning to face a challenge from parents, educators and from parents, educators and

even some federal even some federal policymakers.”policymakers.”

Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.).

Los Angeles: Bilingual Educational Services.

A change is in the air…A change is in the air… Research is starting to document the Research is starting to document the

benefits of extended mother-tongue benefits of extended mother-tongue instruction to ELLs instruction to ELLs (Collier & Thomas, 1997, 2002)(Collier & Thomas, 1997, 2002)

Foreign language immersion programs Foreign language immersion programs show superior results for English-speaking show superior results for English-speaking students students (Lindholm & Aclan, 1991)(Lindholm & Aclan, 1991)

Parents requesting more enrichment Parents requesting more enrichment programs programs (Cloud, Genesee, Hamayan, 2000)(Cloud, Genesee, Hamayan, 2000)

Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.).

Los Angeles: Bilingual Educational Services.

Is there a way to reconcile the needs of the Is there a way to reconcile the needs of the English language learners and the native English language learners and the native English speakers? English speakers?

YESYES

A dual language programA dual language program

What is a dual language What is a dual language program?program?

AA BB CC DD EE

AdditiveAdditive BilingualBilingual Curriculum-basedCurriculum-based DevelopmentalDevelopmental

Enrichment orientedEnrichment oriented

Goals of a dual language Goals of a dual language program:program:

Students will develop high levels of Students will develop high levels of proficiency in their first language and in a proficiency in their first language and in a second language.second language.

Students will perform at or above grade Students will perform at or above grade level in academic areas in both languages. level in academic areas in both languages.

Students will demonstrate positive cross- Students will demonstrate positive cross- cultural attitudes and behaviors and high cultural attitudes and behaviors and high levels of self-esteem.levels of self-esteem.

Christian, D. 1994Christian, D. 1994


Criteria for Effective Two-Way Criteria for Effective Two-Way Bilingual EducationBilingual Education

Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.). Los Angeles: Bilingual Educational Services.


Long-term treatmentLong-term treatment

Research has shown that it takes 4-6 Research has shown that it takes 4-6 years for students to achieve bilingual years for students to achieve bilingual

proficiency.proficiency.

Optimal input in two Optimal input in two languageslanguages

Subject-matter instruction must beSubject-matter instruction must be

-adjusted to the students’ level-adjusted to the students’ level

- challenging- challenging

- relevant- relevant

in both languages.in both languages.


Integration of language arts Integration of language arts into the curriculuminto the curriculum

Students need formal language arts Students need formal language arts instruction in both languages. This instruction in both languages. This

should be done through content areas, should be done through content areas, rather than through grammar exercises.rather than through grammar exercises.

Separation of languages for Separation of languages for instructioninstruction

This can be done by subject matter, This can be done by subject matter, physical space or by teacher.physical space or by teacher.

This can also be done by days of the This can also be done by days of the week, or time of day (a.m. instruction in week, or time of day (a.m. instruction in one language, p.m. instruction in the one language, p.m. instruction in the other).other).


Additive bilingual environmentAdditive bilingual environment

The goals of a two-way bilingual The goals of a two-way bilingual program stress the development of program stress the development of

two languages, not using one two languages, not using one language just to learn the other.language just to learn the other.

Balance of language groupsBalance of language groups

The ideal ‘mix’ is 50/50 to ensure equity in The ideal ‘mix’ is 50/50 to ensure equity in the classroom.the classroom.

A balanced mix ensures maximum A balanced mix ensures maximum interaction in the classroom between the interaction in the classroom between the two language groups.two language groups.


Sufficient use of the minority Sufficient use of the minority languagelanguage

At least 50% of instruction should be in the At least 50% of instruction should be in the minority language to provide English speaking minority language to provide English speaking students optimal input and to give the language students optimal input and to give the language

minority students opportunity to develop minority students opportunity to develop academic proficiency in their language.academic proficiency in their language.


Oyster elementary in Oyster elementary in Washington, D.C. introduces Washington, D.C. introduces reading in both languages at reading in both languages at the same time. By 3rd grade, the same time. By 3rd grade,

their children are reading their children are reading above grade level.above grade level.


Virginia Collier (parent of an Virginia Collier (parent of an Oyster graduate) attributes the Oyster graduate) attributes the children’s high literacy ability children’s high literacy ability to ‘affirmation of the minority to ‘affirmation of the minority

language,…because the language,…because the whole school community is whole school community is

reinforcing that Spanish is as reinforcing that Spanish is as good as English”. good as English”.

Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.).Los Angeles: Bilingual Educational Services.


Oyster is far from the typical Oyster is far from the typical schoolschool

Oyster elementary has two teachers for Oyster elementary has two teachers for every class. One is the Spanish teacher every class. One is the Spanish teacher

and the other the English teacher.and the other the English teacher.

The children who go to Oyster are of The children who go to Oyster are of relatively high socioeconomic status.relatively high socioeconomic status.

Crawford, J. (1999). Bilingual education: History, politics, theory and

practice (4th ed.).Los Angeles: Bilingual Educational Services.

Integration of the dual Integration of the dual language programlanguage program

into the whole school so that the program into the whole school so that the program does not become a ‘school within a school’does not become a ‘school within a school’

into the community so that there is into the community so that there is participation of other minority/majority participation of other minority/majority language speakers in program activitieslanguage speakers in program activities

into the families so that volunteering in the into the families so that volunteering in the program encourages socializing among both program encourages socializing among both groups of parents.groups of parents.


Program modelsProgram models

Programs are described by the percentage of Programs are described by the percentage of the minority language first. For example: the minority language first. For example: 90/10 means that the minority language is 90/10 means that the minority language is

used for instruction 90% of the instructional used for instruction 90% of the instructional day and English 10%. Programs can be day and English 10%. Programs can be

90/10, 80/20, 70/30, 60/40 or 50/50.90/10, 80/20, 70/30, 60/40 or 50/50.

Any questions on:Any questions on:

Goals of a two-way bilingual program?Goals of a two-way bilingual program? Important elements of a well-designed Important elements of a well-designed

program?program? Types or models of dual language Types or models of dual language

programs?programs?

Challenges in establishing Challenges in establishing dual language programsdual language programs

Finding qualified teachersFinding qualified teachers Lack of understanding about the goals Lack of understanding about the goals

of a bilingual programof a bilingual program Funding the added costs of teacher Funding the added costs of teacher

recruitment and two sets of content recruitment and two sets of content materialsmaterials

More information on TWI More information on TWI programsprograms

www.cal.org/twi (Two-Way Immersion 101) (Two-Way Immersion 101)

www.cal.org/jsp/TWI/SchoolView.jsp (Directory (Directory of Two-Way Immersion programs throughout of Two-Way Immersion programs throughout the U.S.the U.S.

How does a dual language program relate toHow does a dual language program relate toWirt and Kirst’s four values in education Wirt and Kirst’s four values in education

policy?policy?

• QualityQuality• EfficiencyEfficiency• EquityEquity• ChoiceChoice

ACTIVITYACTIVITY


A final thoughtA final thought

Perhaps some day, to become Perhaps some day, to become Americanized will no longer mean to Americanized will no longer mean to

become monolingual.become monolingual.

James Crawford

v. doherty two-way bilingual education two-way bilingual education “two-way bilingual programs...

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