current research on dual language programs

Current Research onCurrent Research on

Dual Language ProgramsDual Language Programs

Kathryn Lindholm-Leary, Ph.D.Professor, San Jose State University

Texas Dual Language Conference forAdministrators

San Antonio, Texas -- July 2007

! DUAL LANGUAGE EDUCATION PROGRAM: Is duallanguage really successful? Is there a “bilingualismadvantage”?

! STUDENTS: Who really benefits?

! IMPLEMENTATION• How does the model work?• Is more English better?• What are the characteristics of successful dual

language programs?

What does theWhat does theResearchResearch Evidence say?Evidence say?

Basics & Building BlocksBasics & Building Blocks

Before we can understand theresearch, we need to have aclear understanding of thedual language model andhow it works

Basics & Building Blocks:Basics & Building Blocks:Definition of Dual LanguageDefinition of Dual Language

! Additive model that involves some form of duallanguage instruction, where Spanish is used forat least 50% of the instructional dayat least 50% of the instructional day throughoutelementary school.

! Periods of instruction during which only one languageis used.

! Fairly balanced percentage of EO & ELL students inprogram and EO & ELL students are integrated formost content instruction.

! Goals are bilingualism, biliteracy, achievement at orabove grade level, and multicultural competence.

Basics & Building Blocks:Basics & Building Blocks:Theory and Key Features

The model is based on research, theory,and best practices in:

! Effective schools, Effective bilingual &foreign language instruction" Integrating content and language" Assessment & program evaluation

! Curriculum & Instruction" Standards-based curriculum" Effective teaching strategies" Multicultural education

! Staff qualifications & professionaldevelopment

! Parent involvement

Language Arts/Reading

Mathematics

Science

Social Studies

Language Arts

#GRADES K-1

LanguageArts/Reading

Mathematics

Science

Social Studies

Language ArtsReading

#GRADES 2-3

Basics & Building Blocks:Basics & Building Blocks: Instructional Design 90:10


Mathematics

Science

Social Studies

#90:10 Grades 4-6 #50:50 All grades


Mathematics

Science

Social Studies

Basics & Building Blocks:Basics & Building Blocks: Instructional Design 90:10 & 50:50

Basics & Building Blocks:Basics & Building Blocks:Literacy InstructionLiteracy Instruction in in 90:10 vs. 50:50

90:10 Programs

$ Begin reading inSpanish languagefirst and addEnglish later (3rd

grade)

50:50 Programs

$ 50:50 Successive:Beginreading in primarylanguage first and addthe second languagelater (2nd or 3rd grade)

$ 50:50 Simultaneous:Begin reading in bothlanguagessimultaneously

How Does the Model Work?How Does the Model Work?

Underlying AssumptionsUnderlying Assumptions

% Knowledge learned

through one languagepaves the way for

knowledge acquisition in

the second language

% Students who learn math

in L1 can demonstrate

knowledge in L2 once

they acquire academic

language skills in L2 L1

L2

Álg

ebraUna ecuación cuadrática

es una ecuación polinómica de segundo grado, de la forma ax2 + bx + c = 0.

ÁlgebraElemental

Quadratic equation

Polynomial equation

Different so

lutions…

Step 1..

Ecuación cuadráticaEcuación polinómica

Diversas posibilidades…Primero..

L1& Knowledge 'L2

Research Evidence: HOPE OR HYPE?

% Examine research on nativeEnglish speakers in languageeducation programs.

% Examine research syntheseson English language learners invarious types of educationalprograms.

Research Evidence:Native English Speakers

20 years of program evaluations & research in the US andCanada are consistent in demonstrating that results forEnglish speakers are similar in 1-way & 2-wayimmersion/dual language:

! English speakers develop proficiency in 2 languages.! English speakers score as well as or better than their English-

speaking non dual language peers in English-only instruction onstandardized tests of math & language arts in English.

! English speakers develop positive sense of self &

multicultural competencies.

Research Evidence:English Language Learners

! Synthesis of the research on the education ofEnglish language learners funded by USDepartment of Education

• National panel of experts on education ofELLs• Focus of synthesis

$ Oral language development, literacy development,and academic achievement$ Used scientific methodology for selecting &reviewing studies


• 40 years of scientifically-based research40 years of scientifically-based research and evaluationstudies are consistent in showing that:

$ ELLs who received instruction through L1 were ableto catch up to or surpass the achievement levels of ELLpeers and English-only peers who were educated inEnglish-only mainstream classrooms.

$ These results were found regardless of thestudent outcomes--standardized achievement tests,course grades, school attendance & dropout,student attitudes

$ ELLs who participated in programs that providedextended instruction through students’ L1 (i.e., through6th grade) like dual language programs outperformedoutperformedstudents who received short-term instruction throughtheir L1 (i.e., 1-2 years of primary language support).


• This researchThis research::•• includes large-scale studies of several thousand to includes large-scale studies of several thousand toseveral hundred thousand students in a variety ofseveral hundred thousand students in a variety ofgeographic areas, as well asgeographic areas, as well as smaller studies carried outsmaller studies carried outin one or two schools in a single location;in one or two schools in a single location;•• comprises students from comprises students from various regions of the US, various regions of the US,with a greater representation inwith a greater representation in the southwest,the southwest,especially Texas and California;especially Texas and California;•• has been largely conducted with Spanish speakinghas been largely conducted with Spanish speakingstudents from lower socio-economic backgrounds;students from lower socio-economic backgrounds;•• includes border, rural, small town, urban, and inner includes border, rural, small town, urban, and innercity schools.city schools.

English Language Arts - English Language Arts - Calif Calif Standards TestStandards TestComparing ALL 6th Graders Comparing ALL 6th Graders at at SITE #1SITE #1

Sites within District -- Demographically SimilarSites within District -- Demographically SimilarDual Language has HIGHER achievement than ALL other comparison groups.

Dual Language -- HIGHER achievement than ALL other comparison groups except CA.

English Language Arts - CSTEnglish Language Arts - CSTComparing ALL 6th Graders Comparing ALL 6th Graders at at SITE #2SITE #2

Sites within District -- Demographically SimilarSites within District -- Demographically Similar

Dual Language -- HIGHER achievement than other comparison groups except district.

English Language Arts - CSTEnglish Language Arts - CSTComparing ALL 6th Graders Comparing ALL 6th Graders at at SITE #3SITE #3

Sites within District -- Demographically SimilarSites within District -- Demographically Similar

English Language Arts - CSTEnglish Language Arts - CSTGrades 3-7 --- Previous ELLsGrades 3-7 --- Previous ELLs90:10 Dual Language90:10 Dual Language

Start reading English

Across the grades Fewer FBB/BB,

more Bas, Prof/AdvBy grade 6, previousELLs !ALL dist & CA.

By grade 7, ELLs surpass average for

EO studentsin District & State

English Reading Achievement (CAT6/SAT9)By English Language Arts Category of CSTLongitudinal Analysis for Grades 4-8

(VERY significantdifference betweenELLs & RFEPs inEnglish reading atELA proficiencylevels.

(Over time, eachproficiency groupincreases exceptFar/Below Basic

* RFEP=RedesignatedFluent English Proficient

RFEPELL

Bilingualism:Is it an advantage or disadvantage?

!Research on bilingualism shows that studentswith high levels of bilingual proficiency exhibitelevated levels of academic & cognitivefunctioning in comparison to students withmonolingual or low bilingual skills.

! In synthesis studies, Hispanic and Asianstudents who were the most bilingual weremore successful than their monolingualEnglish-dominant peers.

Bilingualism:Is it an advantage or disadvantage?

!High bilingual students feel most comfortableinteracting with students of other backgroundsand demonstrate more positive attitudestoward school than medium or low bilinguals.

! In dual language programs & in synthesisresearch, there are significant positivecorrelations in achievement across the 2languages: students who achieve at thehighest levels in English are the ones whoachieve at the highest levels in Spanish.

Spanish Reading Achievement ScoresSpanish Reading Achievement Scores((Aprenda Aprenda in Percentiles) byin Percentiles) by

English Language Arts/Reading ProficiencyEnglish Language Arts/Reading ProficiencyCategories (California Standards Test)Categories (California Standards Test)

! Significantcorrelationbetween readingachievement inSpanish & Englishfor all groups$ ELL: r = .63$ RFEP: r = .55$ EP: r = .68

• Highest readers inEnglish are bestreaders inSpanish.

Maravilloso

…me hace sentir muy, muy, muy, muy feliz!

EsEs demasiado importante

demasiado importante

Yo me siento orgullosa

It feels goodIt feels good

It is awesome!!!

Fascinating

Fascinating

FUN!FUN!

SpecialSpecial

EspecialEspecial

FascinanteFascinante

More intelligentMore intelligent

I love being bilingualI love being bilingual

Es un Es un privilegioprivilegio

Es genial Cool

Magnífico

Super awesome!

Proud

Students: Weighing the Advantages & Disadvantages

Advantages DISadvantages• Can communicate with more/different people

• Can talk to grandparents, other family• Have a better social life, more friends• Can help others• Improve the world• Can translate for others• Have more knowledge, intelligence• Better future• Better job• More clients (lawyers, doctors)• Make MORE MONEY!!!!!• Understand other cultures• Easier to learn other languages• Can help in emergencies/save a life• Watch movies in another language• Read books in more languages• “Secret” language• Impress others

• More (double) homework

• Have to translate forparents or others• Hard work, tough• Time consuming

! “I am also (I think) a lot smarter than all my friends that knowonly one language. I can read in one language and understand itin the other.”! “Knowing two languages can be an advantage because if youdon’t know what something means in English, you can try tofigure it out in Spanish and translate to English.”! “Also any other academic things that you do will be easier foryou once you are bilingual, because another part of your brain isnow functioning.”! “One more advantage is that knowing another languageexercises your brain, which helps you learn in school better.”

Research Evidence:Hope or Hype?

! Considerable evidence demonstrates the success ofdual language programs for students of differentbackgrounds.

! Research shows that bilingualism does provide somecognitive and academic advantage for students,including ELL and EP students.

! The consistency of the research across differentgeographic regions with different types of duallanguage models and different populations of studentslends further scientific credibility to these results.

Students:Who Really Benefits?

!Special populations% Ethnicity% Socio-economic status% Special education

English Language Arts (CST)English Language Arts (CST)Disadvantaged - Grade 7Disadvantaged - Grade 7

Disadvantaged(Free lunch) 7thgrade students indual languageprogramsachieve at muchhigher levelsthan their peersat the districtand state levels.

English Language Arts (CST)English Language Arts (CST)Latino - Grade 7Latino - Grade 7

Latino 7th gradestudents in duallanguageprogramsachieve at muchhigher levelsthan their peersat the districtand state levels.

English Language Arts (CST)English Language Arts (CST)African American StudentsAfrican American Students

Research on African American students indual language programs shows that thesestudents achieve at much higher levels thantheir non-dual language peers inachievement measured in English.

English Reading - Grades 4-6English Reading - Grades 4-6By Special Education Status

$ Students identified as SpecialEducation scored very low.

$ No difference in English readingscores between ELL and EPSpecial Ed students.

$ No difference between DLSpecial Ed students andCalifornia average for studentswith disabilities, despite thegreater exposure to Englishinstruction in California statesample.

$ Major difference is the DLstudents are bilingual.

Implementation

!What are the characteristics of successfulprograms?

! Is more English better? How much Englishis sufficient?

ImplementationCharacteristics of Effective Programs! Guiding Principles for Dual Language Programs

! Research Based

! Funded by the Office of English Language Acquisition(OELA) through the National Clearinghouse of EnglishLanguage Acquisition (NCELA). Center for AppliedLinguistics http://www.cal.org/twi/guidingprinciples.htm

%% Program StructureProgram Structure%% CurriculumCurriculum%% InstructionInstruction%% Family and CommunityFamily and Community%% Staff Quality and Professional DevelopmentStaff Quality and Professional Development%% Support & ResourcesSupport & Resources%% Assessment and AccountabilityAssessment and Accountability

Strand 1:Program Structure

High quality schools--research base:

Cohesive school-wide shared vision and set of goals$ Commitment & instructional focus -- bilingualism, biliteracy.$ High expectations for all students.

Equity -- district, school, and classroom$ All students at school experience high quality program with

equitable set of resources

Effective leadership is CRITICAL!$ Program advocacy and liaison$ Oversight of model development, planning, coordination

$ Staff cohesion/professional development.Process for ongoing, continuous planning

ImplementationImplementationIs more English better?Is more English better?

! Question 1: Do ELL students in 50:50 programs(more English) achieve at higher levels than studentsin 90:10 programs (less English)?

! Question 2: Do ELL students in dual languageprograms achieve at higher/lower levels than studentsin English mainstream programs?

" Time on Task argument would argue that moreEnglish in the instructional day will lead to higheroutcomes in English.

Both ELL and RFEPstudents makesignificant growth inEnglish proficiency,regardless of amountof instruction throughEnglish -- less (50:50)or more (9010) English.

! More English doesNOT lead to higherproficiency in English.

Comparisons of 90:10 & 50:50Comparisons of 90:10 & 50:50Language Development (SOLOM)Language Development (SOLOM)

Comparisons of 90:10 & 50:50Comparisons of 90:10 & 50:50Reading Achievement in English (CAT6)

There is nodifference in thereading and mathachievement inEnglish of ELL andRFEP studentsaccording to theamount of English intheir instructionalday.

R-FEP

ELL! More English doesNOT lead to higherachievement inEnglish.

English Language Arts (CST)English Language Arts (CST)Grade 6 --- Current RFEP/Former ELLsGrade 6 --- Current RFEP/Former ELLs90:10 Dual Language90:10 Dual Language

DL RFEPsshow HIGHERachievementthan all othergroups,including EOs,and non-disadvantagedEOs.

ImplementationImplementationIs more English better?Is more English better?

! Dual language research: More English in theinstructional day does not lead to higher outcomes inEnglish.

! Synthesis: ELL students in English only programshad the lowest proficiency in English, the lowestachievement in English, and the highest schooldropout.

! However, more Spanish in the instructional day leadsto higher achievement in Spanish and higher levels ofbilingualism--and students who are more bilingualachieve at higher levels in English.

Dual Language Model:Dual Language Model:

Implications for LiteracyImplications for Literacy

! Literacy model$ Successive (read first through L1, add on L2 in

2nd or 3rd grade)$ Simultaneous (learn to read in both languages)

! Research on bilingual programs (including late-exit and dual) shows:$ Successive literacy approaches are more

beneficial for ELL students who begin schoolwith less developed L1 and who are from low-income homes in which parents have lowerlevels of education (less literacy in the home)

What Research Suggests for HighQuality Program Structure

! Considerations:$ Need sufficient model speakers of each group to

enable students to practice language. The ideal is50:50, but can have as few as 1/3 of either group.

$ Some schools have 1/3 ELL, 1/3 EO, 1/3 Latino EO.$ EO models must be proficient in English, not just

dominant in English to count as English model.$ Need to consider transiency and movement out of

program. In kinder, 3-4 two-way classrooms isideal, 2 classrooms is an absolute minimum.

$ Special ed students do not need to exit program.

Strand 2:Curriculum

In high quality language programs, thecurriculum:$ Aligns with standards and assessment.$ Is academically challenging and

integrates higher-order thinking.$ Integrates technology.$ Is thematically integrated & meaningful.$ Is enriched, not remedial.$ Aligns with the vision and goals of bilingualism,

biliteracy, and multiculturalism,

$ Includes language & literature across the curriculum.

$ Reflects & values students’ cultures.

Strand 2:Curriculum

2. Planning related to curriculum :$ Horizontal & vertical alignment.$ Large variety & types of materials.$ Meets vision and goals of bilingualism,

biliteracy, and multiculturalism.

Planning is partly based oncurriculum, but is somewhatindependent. Publishers andtextbooks will change over the years, but the students’ needs will not.

Dual Language Model ConsiderationsTime and Language Considerations Content Taught in English vs. Spanish

% The language of content instruction is not asignificant variable. The major issue is to developthe concepts and enable students to developspecialized vocabulary in each language.

% Consider specific reasons for having contentinstruction through a particular language (e.g.,specialized vocabulary, assessment requirements,proficiencies of teachers for specials--library, PE). InCalifornia, 4th grade social studies makes sense toteach in Spanish because of content - Spanishmissions. 8th grade history does not make sense toteach in Spanish because it focuses on US historyand important government documents in English.

Dual Language Model ConsiderationsTime and Language Considerations Alternate Day/Week Instruction

% Despite its seeming popularity, alternate day oralternate week instruction is not advised. There isno research to support its success. Rather, there isresearch to argue against its use.

$ In research on learning a second language andnew material, students learn more effectivelywhen they practice the material each day thanwhen the material is presented less frequently butin larger chunks of time (research on massed vs.distributed practice).

Dual Language Model ConsiderationsLanguage Arts & Biliteracy Issues

Language Arts/literacy instruction in dual languageprograms differs from English only programs.

! Like instruction in English, Spanish reading/language arts is basedon English Language Arts standards, but

! Unlike English reading instruction, we do not start over withbeginning reading instruction in English; rather, we build on whatknowledge and skills students have already acquired in Spanish.

! Many ELA skills can be taught during instruction in Spanish.

$ ELA Standard Grade K: Describe people, places, things (e.g.,size, color, shape), locations, actions

$ This language arts/literacy skill can be taught through Spanish--understanding how to describe people, things, locations, actions

Biliteracy IssuesUse Research: What does research say aboutdeveloping biliteracy (Mora, Genesee):

!There is positive transfer between L1 and L2 inphonemic awareness, reading phonics, wordrecognition, word strategies, use of cognates,monitoring comprehension.! Some students need direct instruction before they can utilize

the similarities.

! Biggest obstacle is lack of vocabulary in L2! Background knowledge for specific texts is essentialto comprehension! Some reading strategies are common to bothlanguages, others are specific to the phonetic andgrapheme systems between English and Spanish.Explicit instruction in these contrasts is helpful.

Strand 3:Instruction

!Structured tasks & unstructured

opportunities for students to

use language

!Language policy to encourage

students to use Spanish

!Monolingual lesson delivery

!Needs of all students are balanced

!Students are integrated for the majority of theinstruction

Strand 3:Instruction

Effective strategies & techniques include:

! Language input that:$ Uses sheltering strategies to promote

comprehension$ Uses visual aids and modeling instruction,

allowing students to negotiate meaning$ Is interesting, relevant, of sufficient quantity$ Is challenging to promote high levels of

language proficiency and critical thinking

Strand 4:Family and Community

! The program has a responsive infrastructure forpositive, active, and ongoing relations with students’families and the community.

! The program has parent education and supportservices reflective of the bilingual and multiculturalgoals of the program.

! The program views and involves parents andcommunity membersas strategic partners.

Strand 5: Staff Quality andProfessional Development

! The program recruits and retains high quality dual languagestaff (e.g., subject matter & language competence).

! The program has a quality professional development planand includes administrators & teachers.$ Dual language education model$ 2nd language development$ Integrate language into content$ Biliteracy instruction, GLAD$ Assessment$ Educational equity

Strand 6:Support and Resources

! The program is supported by all programand school staff.

! The program is supported by families andthe community.

! The program is adequately funded.! The program advocates for support.! Resources are distributed equitably within

the program, school, and district.

Strand 7:Assessment and Accountability

Research on effective schools, including schools withimmersion programs, demonstrates that assessmentplays an important role. In these schools, assessmentis:

$ Consistent and systematic (longitudinal)$ Used to shape & monitor program effectiveness$ Aligned with appropriate state curricular standards and

with vision and goals of bilingualism, biliteracy, andmulticulturalism

$ Carried out with multiple measures in both languages$ Interpreted accurately (data are disaggregated)$ Disseminated to appropriate constituents$ Included in professional development.

ConclusionsFrom the Research

!Considerable evidence demonstrates the successof dual language programs for students ofdifferent backgrounds.

!More English in the instructional day does NOTlead to higher levels of English proficiency orachievement.

ConclusionsFrom the Research

! A number of characteristics are associated with highquality dual language programs. Knowledgeableleadership & teachers, standards-based curriculumthat is grounded in theories of bilingualism andbiliteracy development, considerable programplanning and articulation, instructional strategies thatpromote comprehensible language and content, andequitable and supportive relationships with familiesand students.

! Poorly conceived programs lead to poor outcomes.Just adopting the name without the careful attention toprogram planning and implementation will not result instudent success.

current research on dual language programs

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