Bilingual EducationBilingual Education

EDTE 410

Erin Curiel, Amanda Huggins, Consuelo Vieyra,

Orene Filloon-Clark

EDTE 410

Erin Curiel, Amanda Huggins, Consuelo Vieyra,

Orene Filloon-Clark

Bilingual Education Bilingual Education

Gives ELLs considerable amount of instruction in reading and learning subjects in their first language.

Majority of programs involve Spanish.

Bilingual education has become a controversy, because many studies have shown that its “no more effective than English only programs” (Slavin 49)

Another cause for argument is how much L1 should be used for instruction?

Gives ELLs considerable amount of instruction in reading and learning subjects in their first language.

Majority of programs involve Spanish.

Bilingual education has become a controversy, because many studies have shown that its “no more effective than English only programs” (Slavin 49)

Another cause for argument is how much L1 should be used for instruction?

Early Transition Bilingual EducationEarly Transition Bilingual Education

Transitional or Early Exit Bilingual Education.

TBE: Transitional Bilingual Education

To mainstream the students into English-only classrooms.

Students receive initial instruction in most, if not all, content areas in their home language while they are being taught English. Most of these programs last 2-3 years, long enough for these students to achieve basic interpersonal communication skills (BICS), but not long enough for children to build cognitive academic language proficiency (CALP), in either their native tongue or English.

Transitional or Early Exit Bilingual Education.

TBE: Transitional Bilingual Education

To mainstream the students into English-only classrooms.

Students receive initial instruction in most, if not all, content areas in their home language while they are being taught English. Most of these programs last 2-3 years, long enough for these students to achieve basic interpersonal communication skills (BICS), but not long enough for children to build cognitive academic language proficiency (CALP), in either their native tongue or English.

Problems with TBEProblems with TBE

Problems: the program rests on the common misconception that two or three years is sufficient time to learn a second language for schooling purposes.

My experience….

Problems: the program rests on the common misconception that two or three years is sufficient time to learn a second language for schooling purposes.

My experience….

Which one is better?Which one is better?

According to both articles I read and speaking to Mrs. Perez, a 1st grade bilingual teacher from CVUSD.

Conclusion:

The results over a long term study are the same. In most conditions students retained their Spanish language and spoke and read English and Spanish with the same capacity. Over a long time they haven’t found a difference, what should matter is the quality of instruction.

According to both articles I read and speaking to Mrs. Perez, a 1st grade bilingual teacher from CVUSD.

Conclusion:

The results over a long term study are the same. In most conditions students retained their Spanish language and spoke and read English and Spanish with the same capacity. Over a long time they haven’t found a difference, what should matter is the quality of instruction.

• Def: A Bilingual Education program that provides academic and language instruction in two languages, ideally K thru 12, with a goal of dual proficiency

(additive bilingualism).

Not Monolingualism

Examples:

• Def: A Bilingual Education program that provides academic and language instruction in two languages, ideally K thru 12, with a goal of dual proficiency

(additive bilingualism).

Not Monolingualism

Examples:

Dual Language ImmersionDual Language Immersion

Both English Language Learners and Native English Learners participate in content area instruction in both languages.

The two languages are NOT mixed.

The development of the primary language, as well as, advanced levels of functional proficiency in the second language is attained through the performance of academic tasks.

Both English Language Learners and Native English Learners participate in content area instruction in both languages.

The two languages are NOT mixed.

The development of the primary language, as well as, advanced levels of functional proficiency in the second language is attained through the performance of academic tasks.

Dual Language Immersion Dual Language Immersion

Experts concede that the greatest challenge is to “reduce the gap” between the language abilities of the two groups.

Gained self-esteem and increased cultural pride.

An increased motivation to learn.

A careful attention to high quality bilingual program with primary language maintenance and second language acquisition.

Experts concede that the greatest challenge is to “reduce the gap” between the language abilities of the two groups.

Gained self-esteem and increased cultural pride.

An increased motivation to learn.

A careful attention to high quality bilingual program with primary language maintenance and second language acquisition.

Dual Language Immersion Dual Language Immersion

Def: English Language Learners are placed in native speaking classrooms where teachers have NO training in language teaching pedagogy or sheltered content practices.

An alternative to Bilingual Education.

Denies students their rights under law, however, oversight and enforcement are lax, especially in smaller schools. (Text, p.162)

Def: English Language Learners are placed in native speaking classrooms where teachers have NO training in language teaching pedagogy or sheltered content practices.

An alternative to Bilingual Education.

Denies students their rights under law, however, oversight and enforcement are lax, especially in smaller schools. (Text, p.162)

Submersion Submersion

Considered the default mode for bilingual education where no provisions are made for language and academic needs.

Monolingualism is the goal.

Social difficulties are not addressed.

Considered the default mode for bilingual education where no provisions are made for language and academic needs.

Monolingualism is the goal.

Social difficulties are not addressed.

Submersion Submersion

Pull Out ProgramPull Out Program

English Language Development ELD: instruction of English in a variety of different programs to understand curriculum based on content standards. Pull Out program is part of ELD.

The Pull Out Program is when ELL students leave their home room and receive instruction in vocabulary, grammar, oral language and spelling for 1/2 an hour to 1 hour per day. (Allyn,162)

This method is the most implemented program in ELD

English Language Development ELD: instruction of English in a variety of different programs to understand curriculum based on content standards. Pull Out program is part of ELD.

The Pull Out Program is when ELL students leave their home room and receive instruction in vocabulary, grammar, oral language and spelling for 1/2 an hour to 1 hour per day. (Allyn,162)

This method is the most implemented program in ELD

Pull Out ProgramPull Out Program

Positives of the Pull out program: Students are able to work one on one or in a small group with a trained ELD instructor. The students are grouped based on their CELDT tests and age level. The students receive extra attention and work on their english language structure and development, while in a nurturing environment.

Negatives: Instruction in ELD is rarely in the home room, so ELL students are pulled out and given instruction in a separate classroom. The curriculum they missed out on while they are gone is rarely redone with them, so they are behind in tests and reviews.

Positives of the Pull out program: Students are able to work one on one or in a small group with a trained ELD instructor. The students are grouped based on their CELDT tests and age level. The students receive extra attention and work on their english language structure and development, while in a nurturing environment.

Negatives: Instruction in ELD is rarely in the home room, so ELL students are pulled out and given instruction in a separate classroom. The curriculum they missed out on while they are gone is rarely redone with them, so they are behind in tests and reviews.

Pull Out ProgramPull Out Program

My personal experience with the Pull out program, I’ve noticed it is mainly during Science or Social Science and students miss out on valuable hands on assignments and curriculum that is on state tests.

Although it is most used I do not think it is the most affective. However, I would use it maybe during a different time of the day so students can still receive their ELL instruction, and Science or Social Science.

My personal experience with the Pull out program, I’ve noticed it is mainly during Science or Social Science and students miss out on valuable hands on assignments and curriculum that is on state tests.

Although it is most used I do not think it is the most affective. However, I would use it maybe during a different time of the day so students can still receive their ELL instruction, and Science or Social Science.

Pull Out ProgramPull Out Program

It is important to collaborate as teachers, both ELL and general ed., to ensure the students best interests and consistent classroom environments.

Same type of curriculum

Proficiency groups vs. grade level grouping

Not graded or affected by missed assignments.

It is important to collaborate as teachers, both ELL and general ed., to ensure the students best interests and consistent classroom environments.

Same type of curriculum

Proficiency groups vs. grade level grouping

Not graded or affected by missed assignments.

SEISEI

Structured English Immersion

Structured English Immersion

SEISEI

• It is a technique for rapidly teaching ELL students English

• It was termed by Keith Baker and Adriana de Kanter

• 1983 recommendation to schools to make use of Canada’s French Immersion Program

• It is a technique for rapidly teaching ELL students English

• It was termed by Keith Baker and Adriana de Kanter

• 1983 recommendation to schools to make use of Canada’s French Immersion Program

SEISEI

• Is an environment in which students are taught lessons in a protected manner

• Gradually mainstreamed to a regular classroom

• An example of this is the ESOL pull out

• Is an environment in which students are taught lessons in a protected manner

• Gradually mainstreamed to a regular classroom

• An example of this is the ESOL pull out

SEI pro’s and con’sSEI pro’s and con’s

• Pro’s• Provides many experience in second language in a regular

class• Focuses on content knowledge with support in the acquisition

of the second language• English is used, modified, and taught at levels appropriate to

the class of ELL students

• Con’s• No native speakers of the target language in the pull out class

besides teacher

• May not acquire second language fast enough and may fall behind

• May need an explanation and/or clarity provided in the first language

• Pro’s• Provides many experience in second language in a regular

class• Focuses on content knowledge with support in the acquisition

of the second language• English is used, modified, and taught at levels appropriate to

the class of ELL students

• Con’s• No native speakers of the target language in the pull out class

besides teacher

• May not acquire second language fast enough and may fall behind

• May need an explanation and/or clarity provided in the first language

SourcesSources

Duran, K. L.., Roseth. J. C., Hoffman, P. (2010) An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers early literacy development. Early Childhood Research Quarterly, 25(2), 207-217.

Diaz-Rico, T. L., Weed, Z. K,.(2010) The Crosscultural, Language, and Academic Development Handbook. 4th edition.

Slavin, R. E., Madden N., Calderon M., Chamberlain A., & Hennessy.(2011) Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education. Educational Evaluation and Policy Analysis, 33(1), 47-58.

Duran, K. L.., Roseth. J. C., Hoffman, P. (2010) An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers early literacy development. Early Childhood Research Quarterly, 25(2), 207-217.

Diaz-Rico, T. L., Weed, Z. K,.(2010) The Crosscultural, Language, and Academic Development Handbook. 4th edition.

Slavin, R. E., Madden N., Calderon M., Chamberlain A., & Hennessy.(2011) Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education. Educational Evaluation and Policy Analysis, 33(1), 47-58.