Dual Language Programs:

Implementation, Expectations and

Benefits

Simona Montanari, Ph.D.

Field Elementary School, Pasadena, CA

November 20, 2013

Goals of this Talk

• Briefly describe different types of dual language (DL) programs

• Talk about assessment in California’s DL programs

• Show the long-term educational outcomes of DL programs

• Talk about the transfer of language and academic skills from one language to the other

• Describe ways to further help your child

Types of DL programs

• 90:10 models: typically for same-script languages

• 50:50 models: often for different-script languages

• All models strive to have a balanced number of English-speaking and Target-language-speaking children

• All models aim at full bilingualism, bi-literacy and grade-appropriate academic achievement

Assessment at Kindergarten Entry

Kindergarten Inventory (not in all districts)

in English and Target Language (for native speakers only)

Measures baseline of children’s reading skills and phonological awareness BEFORE entering school

Given again 3 times during kindergarten

Assessment at Kindergarten Entry

California English Language Development Test (CELDT)

for children who speak other languages at home

assesses the child’s English proficiency before school entrance

given every year until child is considered ‘proficient’

Assessment from K/1st through 5th

District-created quarterly assessments assess child in reading, writing, math and science currently administered in English (in PUSD) Districts differ in how early and how often these

tests are given

Teacher-designed tests

directly measure learning of of lesson contents

administered in both Target Language and English

Assessment from K/1st through 5th

STAR Reading Inventory assesses the child’s reading skills in ENGLISH only

given starting from first/second grade, 3 times/year

Scores – given in year and months – inform on what grade level child is reading (ex: score of 1.3 = child reads at 3rd-month-of-1st-grade level)

This can help parents select books that are appropriate to child’s reading skills

Accelerated Reader Book Finder provides a reading level for most English titles www.arbookfind.com/default.aspx

Assessment from 2nd grade on

California Standard Test (CST) But this is changing!

assesses child’s math, reading, and writing skills (eventually sciences)

administered in ENGLISH only

School’s Academic Performance Index (API), Academic Yearly Progress (AYP) etc. are determined by CST scores

Why So Much Testing?

Most tests are mandated by the District or by the State

Frequent and varied forms of assessment help teachers and administrators monitor students’ progress and identify areas where more help is needed

Remember that one score from one test is just a snapshot of your child’s abilities

Since English instruction is limited in K-2, English scores lower than grade level are normal

Educational Outcomes of Dual Language Programs: English-speaking children

Research in the last 20 years shows that English-speaking children in immersion programs:

reach the same levels of English proficiency as students in English-only programs, starting 1 year after receiving substantial English instruction (at least 20%)

by 3rd or 4th grade these children will score at grade-appropriate level in English

by 5th grade, they will outperform their peers in English-only programs, not only in English but in other subjects

Educational Outcomes of Dual Language Programs: English-speaking children

Results’ from Lindholm-Leary’s (2001) large-scale study on DL programs

Educational Outcomes of Dual Language Programs: English-speaking children

The 90:10 model produces higher levels of bilingualism and higher academic achievement than the 50:50 model (Lindholm-Leary, 2001)

How Long Does it Take to Learn L2?

Some L2 comprehension within first weeks of instruction

3-4 weeks after starting the program, one-word answers to simple, predictable questions

Initial use of English or gestures to communicate

By first grade, fluent reading if orthography is transparent www.youtube.com/watchv=EUpO2-7qJSI&feature=channel

By the end of the second year, full (if not totally correct) sentences www.youtube.com/watch?v=LM3VS6yWFAI&feature=channel

Advanced language competence takes 5-7 years to develop

Academic, near-native language competence takes 11-12 years to develop

Individual variation

Educational Outcomes of Dual Language Programs: English Language Learners

English language learners in DL programs will initially lag behind students in English-only programs

However, they usually ‘catch up’ by 3rd or 4th grade

By 6th grade, they have English scores that are as high or HIGHER than similar students in English-only programs

Educational Outcomes of Dual Language Programs: English Language Learners

Thomas & Collier, 2000

How can students in DL programs gain an L2 without cost to their performance

in the curriculum?

Learning in 2 languages: helps child develop creative thinking - the ability

to think and solve problems in original, flexible, and creative ways

fosters metalinguistic awareness - understanding of language(s) and its(their) elements

leads child to deeper understanding and retention of academic content due to the attention and cognitive effort needed to learn in two languages

How can students in DL programs gain an L2 without cost to their performance in the

curriculum?

Language and academic skills in one language transfer to the other.

Reading comprehension strategies Content knowledge Math

Transfer of literacy skills is especially evident when children are learning languages with same orthographies

Word reading Cognate vocabulary

www.youtube.com/watch?v=LX883AnFOuM&feature=youtu.be

How Can I further Help My Child?

• Help your child learn skills that do not transfer

• This is more needed in Mandarin-English DL programs

• Have child READ and WRITE as much as possible (in any language)

• Ask all sorts of questions about the readings

• Provide opportunities for your child to hear and speak the Target Language

• Have high expectations from your child

• Contact your child’s teacher and schedule an appointment for any concern

In Conclusion

• Children are repeatedly tested in both the Target language and English in school

• Learning a second language takes a long time

• English scores lower than grade-appropriate level are NORMAL in the initial years of immersion programs

• In the long run, children in dual language programs outperform children in English-only programs

• Language and academic skills transfer from one language to the other

• Help your child learn skills that do not transfer

References Baker, C. (2006). Foundations of bilingual education and

bilingualism. Clevedon: Multilingual Matters.

Baker, C. (2007). A parents’ and teachers’ guide to bilingualism. Clevedon: Multilingual Matters.

Flores, A. L. & Soto, R. A. (2012). Bilingual is better: Two Latina moms on how the bilingual parenting revolution is changing the face of America. Bilingual Readers.

King, K. & Mackey, A. (2007) The bilingual edge: Why, when, and how to teach your child a second language. New York, HarperCollins.

Lindholm-Leary, K. (2001). Dual Language Education. Clevedon: Multilingual Matters.

Questions? Email me! smontan2@calstatela.edu