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Dual Language Enrichment Dual Language Enrichment areare GT GT Programs!Programs!

Dr. Leo GómezDr. Leo GómezDr. Richard Gómez Jr.Dr. Richard Gómez Jr.

Dr. José Ruiz-EscalanteDr. José Ruiz-Escalante

NABE 2012NABE 2012Celebrating our Multi-Cultural NationCelebrating our Multi-Cultural Nation

through Bilingual Educationthrough Bilingual Education

Dallas, Texas– February 15-17, 2012Dallas, Texas– February 15-17, 2012

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FACTS: Hispanics in the United FACTS: Hispanics in the United StatesStates

Hispanic Population is Over 50 MillionHispanic Population is Over 50 Million

40-50% of Hispanics do not graduate from High School40-50% of Hispanics do not graduate from High School

1 in 5 (12.4 million) of America1 in 5 (12.4 million) of America’’s Students are Hispanic (4.7 s Students are Hispanic (4.7

million ELL)million ELL)

78% BLs are born in United States (82% Spanish speakers)78% BLs are born in United States (82% Spanish speakers)

On average, by 4On average, by 4thth grade, Hispanics are almost 3 academic levels grade, Hispanics are almost 3 academic levels

behind Whitesbehind Whites

White House Initiative on Educational Excellence for Hispanics White House Initiative on Educational Excellence for Hispanics

(2010)(2010)

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Presentation SummaryPresentation Summary Dual Language Enrichment (DLE) models of Dual Language Enrichment (DLE) models of

education not only continue to demonstrate education not only continue to demonstrate high academic success for all learners, but high academic success for all learners, but enhance cognition of these learners, as well. enhance cognition of these learners, as well.

This is because DLE programs inherently are This is because DLE programs inherently are gifted education programs using the same gifted education programs using the same instructional strategies. instructional strategies.

All students have the potential to be gifted All students have the potential to be gifted and talented if they are engaged as such. and talented if they are engaged as such.

This session will illustrate how well This session will illustrate how well implemented DLE programs use gifted implemented DLE programs use gifted education strategies.education strategies.

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Dual Language Enhances Dual Language Enhances CognitionCognition

Dual language instruction is clearly supported Dual language instruction is clearly supported in Brain Research:in Brain Research: Balanced Bilinguals or Biliterates = Enhanced Balanced Bilinguals or Biliterates = Enhanced

Cognitive Gains (brain plasticity) in:Cognitive Gains (brain plasticity) in: Concept Formation; Multi-taskingConcept Formation; Multi-tasking Classification SkillsClassification Skills Analogical ReasoningAnalogical Reasoning Visual & Spatial SkillsVisual & Spatial Skills Recall skillsRecall skills CreativityCreativity Focus (executive function) Focus (executive function)

Ellen Bialystok Ellen Bialystok (2010)(2010)

National

Association for

Gifted

Children

Programming•5.1.1. Educators regularly use multiple alternative approaches to accelerate learning.•5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting.•5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools.•5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study.•5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to high-level programming.•5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness to ensure that learners with gifts and talents receive appropriate educational services.

National

Association for

Gifted

Children

Learning Environments4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities.4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g., through mentors and role models.4.1.3. Educators create environments that support trust among diverse learners.4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on mistakes as learning opportunities.4.1.5. Educators provide examples of positive coping skills and opportunities to apply them.

4.2.1. Educators understand the needs of students with gifts and talents for both solitude and social interaction.4.2.2. Educators provide opportunities for interaction with intellectual and artistic/creative peers as well as with chronological-age peers.4.2.3. Educators assess and provide instruction on social skills needed for school, community, and the world of work.

National

Association for

Gifted

Children

Learning Environments4.4.1. Educators model appreciation for and sensitivity to students’ diverse backgrounds and languages.4.4.2. Educators censure discriminatory language and behavior and model appropriate strategies.4.4.3. Educators provide structured opportunities to collaborate with diverse peers on a common goal. 4.5.1. Educators provide opportunities for advanced development and maintenance of first and second language(s).4.5.2. Educators provide resources to enhance oral, written, and artistic forms of communication, recognizing students’ cultural context.4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for expressing higher-level thinking and creative productivity.

PK-12 Gifted Programming Standards - NAGC, 2012

Dual

Language

Enrichment

and

Texas

GT

Services

Heterogeneous instructional Heterogeneous instructional grouping using bilingual pairs & grouping using bilingual pairs & bilingual groups mixed by language bilingual groups mixed by language and content ability; DLE Lesson and content ability; DLE Lesson cyclecycle

Project-based and Inquiry-based Project-based and Inquiry-based learning through Bilingual Research learning through Bilingual Research CentersCenters

Academic Rigor; Challenging Academic Rigor; Challenging Interactive and Authentic (CIA); Interactive and Authentic (CIA); Teach to top 25%; Writing across Teach to top 25%; Writing across the curriculum; 2-Year Benchmarksthe curriculum; 2-Year Benchmarks

Challenging Activities in Bilingual Challenging Activities in Bilingual Pairs; Accountable Talk (content)Pairs; Accountable Talk (content)

Instructional and organizational Instructional and organizational patterns that enable identified patterns that enable identified students to work together as a students to work together as a group, to work with other students, group, to work with other students, and to work independentlyand to work independently

Independent investigations Independent investigations employed in four (4) foundation employed in four (4) foundation curricular areascurricular areas

A continuum of learning experiences A continuum of learning experiences that leads to the development of that leads to the development of advanced-level products and advanced-level products and performancesperformances

Opportunities to accelerate in areas Opportunities to accelerate in areas of strengthof strength

Gómez & Gómez DLE Texas - §89.3 GT Services

9Copyright © 1999-Dual Language

Training Institute. All Rights Reserved.

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Dual Language is for All Dual Language is for All StudentsStudents

Two-Way Dual LanguageTwo-Way Dual Language Students from Students from bothboth

language groups learn in language groups learn in twotwo languages languages (native Spanish (native Spanish and native English speakers)and native English speakers)

Accommodates dominant Accommodates dominant English parentsEnglish parents’’ wishes for wishes for language enrichment language enrichment opportunities for their opportunities for their childrenchildren

One-Way Dual LanguageOne-Way Dual Language Students from Students from oneone language group language group

learn in learn in twotwo languages languages (only (only native Spanish or native native Spanish or native English speakers)English speakers)

One-Way DL can easily be One-Way DL can easily be adopted as adopted as thethe bilingual bilingual program serving Bilingual program serving Bilingual Learners (additive BE)Learners (additive BE)

Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

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Texas Districts UsingTexas Districts UsingGómez & Gómez DLE Model Gómez & Gómez DLE Model (2011-2012)(2011-2012)

Alvarado ISDAlvarado ISD 2 2 district-widedistrict-wide Alvin ISDAlvin ISD 1 1 district-widedistrict-wide Andrews ISDAndrews ISD 2 2 district-widedistrict-wide Athens ISDAthens ISD 3 3 district-widedistrict-wide Austin ISDAustin ISD 81 81 district-widedistrict-wide Bonham ISDBonham ISD 1 1 district-widedistrict-wide Burleson ISDBurleson ISD 1 1 ---------------------------- Castleberry ISDCastleberry ISD 1 1 district-widedistrict-wide Cedar Hill ISDCedar Hill ISD 1 1 district-widedistrict-wide Chapel Hill ISDChapel Hill ISD 2 2 district-widedistrict-wide Cleburne ISDCleburne ISD 4 4 district-widedistrict-wide Crowley ISDCrowley ISD 2 2 district-widedistrict-wide Crystal City ISDCrystal City ISD 2 2 district-widedistrict-wide Dallas ISDDallas ISD 143 143 district-widedistrict-wide Dennison ISDDennison ISD 1 1 -------------- -------------- Denton ISDDenton ISD 10 10 district-widedistrict-wide Diboll ISDDiboll ISD 1 1 district-district-

widewide E. M. Saginaw ISD 6E. M. Saginaw ISD 6 district-widedistrict-wide Ector County ISD 3Ector County ISD 3 ----------------------------

Frisco ISDFrisco ISD 2 2 district-widedistrict-wide Everman ISDEverman ISD 5 5 district-widedistrict-wide Forney ISDForney ISD 2 2 -------------- -------------- Fort Worth ISD 57Fort Worth ISD 57 district-widedistrict-wide Frenship ISD 1Frenship ISD 1 -------------- -------------- Grand Prairie ISD 21Grand Prairie ISD 21 district-widedistrict-wide Grapevine-ColleyvilleGrapevine-Colleyville 33 district-widedistrict-wide Hays CISDHays CISD 4 4 district-widedistrict-wide Hidalgo ISDHidalgo ISD 5 5 district-widedistrict-wide Hidalgo ISDHidalgo ISD 1 1 MSMS Hutto ISDHutto ISD 1 1 district-widedistrict-wide Irving ISDIrving ISD 1 1 -------------- -------------- Jacksonville ISDJacksonville ISD 3 3 district-widedistrict-wide Joshua ISDJoshua ISD 4 4 district-widedistrict-wide Keller ISDKeller ISD 4 4 district-widedistrict-wide Kennedale ISDKennedale ISD 1 1 district-widedistrict-wide Klein ISDKlein ISD 10 10 district-widedistrict-wide La Joya ISDLa Joya ISD 23 23 district-widedistrict-wide

Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

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Texas Districts UsingTexas Districts UsingGómez & Gómez DLE Model Gómez & Gómez DLE Model (2011-2012)(2011-2012)

Lake Worth ISDLake Worth ISD 1 1 ------------- ------------- Laredo ISDLaredo ISD 2 2 district-widedistrict-wide Leander ISDLeander ISD 4 4 district-widedistrict-wide Little Elm ISDLittle Elm ISD 2 2 district-widedistrict-wide Longview ISDLongview ISD 7 7 district-widedistrict-wide Lufkin ISDLufkin ISD 4 4 district-widedistrict-wide Mansfield ISDMansfield ISD 3 3 district-widedistrict-wide Marshall ISDMarshall ISD 6 6 -------------- -------------- Pine Tree ISDPine Tree ISD 2 2 district-widedistrict-wide PSJA ISDPSJA ISD 27 27 district-widedistrict-wide PSJA ISDPSJA ISD 7 7 MSMS PSJA ISDPSJA ISD 4 4 HSHS Prosper ISD Prosper ISD 1 1 -------------- -------------- R. Yzaguirre SS 2R. Yzaguirre SS 2 district-widedistrict-wide Rio Hondo ISDRio Hondo ISD 2 2 district-widedistrict-wide Round Rock ISD 10Round Rock ISD 10 -------------- -------------- Santa Maria ISD 1Santa Maria ISD 1 -------------- -------------- Santa Rosa ISD 1Santa Rosa ISD 1 -------------- -------------- Schertz CISDSchertz CISD 1 1 district-widedistrict-wide

Schertz CISDSchertz CISD 1 1 MS MS

Sharyland ISDSharyland ISD 3 3 -------------- --------------

Sherman ISDSherman ISD 2 2 district-widedistrict-wide

Spring Branch ISD 21Spring Branch ISD 21 district-district-widewide

Tomball ISDTomball ISD 3 3 district-widedistrict-wide

Venus ISD 1Venus ISD 1 ----------------------------

Weatherford ISD 2Weatherford ISD 2 district-district-widewide

Williams Prep. Charter 1Williams Prep. Charter 1 district-district-widewide

Willis ISDWillis ISD 1 1 --------------- ---------------

White Settlement ISD 3White Settlement ISD 3 district-widedistrict-wide

TOTAL: 533 / 9 MS / 4 HSTOTAL: 533 / 9 MS / 4 HSCopyright © 2011-Dual Language

Training Institute. All Rights Reserved.

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Other States UsingOther States UsingGómez & Gómez DLE Model Gómez & Gómez DLE Model (2011-2012)(2011-2012)

Washington StateWashington State Brewster SD (1)Brewster SD (1) Bridgeport SD (1)Bridgeport SD (1) Burlington SD (1)Burlington SD (1) Grandview SD (3) / MS (1)Grandview SD (3) / MS (1) Highline SD (2)Highline SD (2) Manson SD (1)Manson SD (1) Mount Vernon SD (1)Mount Vernon SD (1) North Franklin SD (1)North Franklin SD (1) North Shore SD (1)North Shore SD (1) Othello SD (1)Othello SD (1) Shelton SD (1) / MS (1)Shelton SD (1) / MS (1) Sunnyside SD (1)Sunnyside SD (1) Vancouver SD (1)Vancouver SD (1) Walla Walla SD (3) / MS Walla Walla SD (3) / MS

(1)(1) Wenatchee SD (3)Wenatchee SD (3) Yakima SD (1)Yakima SD (1) TOTAL 25TOTAL 25

Kansas StateKansas State Horace Mann Magnet (1)Horace Mann Magnet (1)

Nevada StateNevada State Clark County SD (1)Clark County SD (1)

California StateCalifornia State Accelerated Charter Accelerated Charter

School (1)School (1) New City Charter School New City Charter School

(1)(1)

Alaska StateAlaska State Lower Kuskokwim SD (17)Lower Kuskokwim SD (17)

Copyright © 2011-Dual Language Training Institute. All Rights Reserved.

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Students Learn in Bilingual Students Learn in Bilingual PairsPairs

High

Medium

Low

Medium

Bilingual Pair

Bilingual PairTeacher Does Not Answer Questions During Bilingual Pairs Learning

Copyright © 1999-Dual Language Training Institute. All Rights Reserved.

22ndnd Year DLE Year DLE BenchmarksBenchmarks

By the end of the By the end of the 22ndnd year, year, 100% 100% participants participants in in the DLE program the DLE program will:will:

Be reading Be reading on on grade levelgrade level in their in their native languagenative language

Be able to Be able to write 1 write 1 full pagefull page in their in their native language native language (L1) and (L1) and ½ page½ page in in the second the second language (L2)language (L2)

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