Download - The Dual Language Professional NABE 2006
The Dual Language Professional
Dr. Carmen L. LamboyProf. Luis J. ZayasDr. Luis A. Burgos
Sistema Universitario Ana G. Méndez
Who we areAna G. Méndez University System
School for Professional StudiesAccelerated Learning Program
Dual Language Accelerated Learning
The Need for Dual Language Professionals
• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020
The Need for Dual Language Professionals
US Bureau of the Census, 2000
The Need for Dual Language Professionals
• Purchasing power of Latinos has reached $700,000 million (US Hispanic Chamber of Commerce)
• Globalization and international trade– Free trade agreements between the United States
and Latin America (México, Chile, Central America, Dominican Republic)
The Need for Dual Language Professionals
• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that they make an average
of $7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE
The Need for Dual Language Professionals
• Latinos represent 15% of the US population-–Only 10% of university students
US Bureau of the Census, 2000
The Dual Language Model in Higher Education
Our Mission – Our Model
ProfessionalProficiency
Fluency•Social•Personal
Use of both languages and both cultures for professional proficiency.
L2L1
Five Basic Elements• Placement testing in both languages• Development of both languages through
coursework (4 levels)• Use of both languages in all content courses• Computerized language lab for skill
development• Bilingual Faculty and Staff
Definition• A Dual Language
Professional will demonstrate professional competencies confidently in their field of study in Spanish and English.
Confidently
Conceptual Interpersonal Communication
Professional Competencies
SKILLS
Language
Professional CompetenciesConceptual Skills:
1. Generate Ideas2. Create Projects3. Analyze/Interpret
Data4. Critical Thinking5. Synthesis
Professional CompetenciesLanguage Skills:
1. Spelling & Grammar2. Translates3. Summarizes Information4. Use of Varied Vocabulary5. Technical Jargon6. Reads & Understands
Professional CompetenciesCommunication Skills:
1. Making Coherent Presentations (reports, proposals)
2. Support Opinions3. Express Ideas (hypothetical
& situational)
Professional Competencies
Interpersonal Skills1. Team-work,
cooperative/collaborative2. Interpersonal Interaction
Professional Competencies Skills and Objectives
Competency Matched to Objectives
A DLP will be able to develop ideas in order to address problems in an effective way.
1Generate Ideas
ObjectivesProfessional Competencies
Skills
Objectives Matched to Competency
After reading a selection, a DLP will be able to summarize the main ideas using correct grammar and spelling in English and Spanish.
6,8,11Spelling & Grammar
Summarizing Information
Reads & Understands
ObjectivesProfessional Competencies
Skills
Conceptual Skills #5 Synthesis
MDLPs will submit proposals withinnovative solutions such as
charts, diagrams, etc. in two languages.
BA Management – Synthesis
Given a work-related problem,the DLP will propose an
innovative solution throughintegration of new
information with current knowledge in
Spanish and English.
Skills:ConceptualLanguage
Communication
#1 Generate Ideas#9 Use of Varied Vocabulary
#10 Technical Jargon#14 Express Ideas
The ADLP will be able to write clear and accurate reports using
specialized technology in both languages.
BA Accounting – Several
Given a work-related problem scenario, the DLP
will compose an essay proposing a solution usinga variety of vocabulary,
including technical jargon in an appropriate manner.
InterpersonalSkills
#16 Interpersonal Interaction
The TDLP will be able to establish a dialogue with somebody else in
English or Spanish coherentlyand without code switch.
BA Tourism – Interpersonal
Given short dialogues,the DLP will
adequately paraphrase the content of what
each party states in English and Spanish.
Conceptual Skills #1 Generate ideas
A DLP will generate ideas in order to solve problems
effectively
After analyzing two classroom situations- one in
English and one in Spanish- EDLP will develop strategies and action plans
in the corresponding language
BA Elementary Education – Generate Ideas
How do we achieve this?• Strictly follow 50/50 formula
• Modules– Specify language to be used in each workshop,
assignments and evaluations
– General information in both languages
– Workshops in the language that will be used in that workshop
EDUC 355Measurement, Assessment and Evaluation of the
Educational Process • Activities
– Students are required to complete a Case-Study Diagnostic Profile (Spanish)
– Students are requested to design a remedial plan for a student (English)
EDUC 355• Assessment Example Middle Point
Assessment (Program Level)– Designed by Faculty Experts– Rubrics and Evaluation Criteria developed
specifically to measure program outcomes and language outcomes
– “Graded” by other Faculty Experts (not facilitator of the course)
Activities, Accomplishments and Lessons Learned
The Orlando Experience
Metro Orlando University Center (MOUC)
• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)
• Enrollment growth – 152 - Academic year 2003– 645 – Academic year 2005
5561
2526
128
4 3 4 20
10
20
30
40
50
60
70
A B C D F
MODULESRESOURCES
Instructional Resources
8795 94
933 2 1 1 1 0 0 1 1 2
0102030405060708090
100
A B C D F
ClassManagementGroupInteractionsStudentEvaluation
Faculty and Classroom
1117
90
ABCDF
Self-Evaluation Language Confidence
Questions
Thank you.
Sistema Universitario Ana G. Méndez
Contact Information: Dr. Carmen L. Lamboy,
[email protected] Prof. Luis J. Zayas, [email protected] Dr. Luis A. Burgos, [email protected]
Sistema Universitario Ana G. Méndez