Improving Education for English Learners: Research –Based Approaches

English Learner and Support ServicesProfessional Learning SeriesMarch 31, 2011

Chapter 6Chapter 6Alternative Education Alternative Education Programs for English Programs for English LearnersLearners

pp. 323-382

By Kathryn Lindholm-Leary and Fred Genesee

Based on a presentation Based on a presentation bybyPatty Dineen-Wehn, Sonoma COE &Stephanie Wayment, Lake COERegion 1 COE Leads

Today’s formatToday’s formatPair discussion

Group discussion

Mini-Collaborative Poster

Three ProgramsThree Programs

Overview of Chapter Overview of Chapter p. 323p. 323

Provide rationale for & advantages of dual language approaches

Describe key characteristics of the three alternative programs

Overview of Chapter Overview of Chapter p. 323p. 323Review research on outcomes of students who have participated in dual language programs

Present research relevant to program effectiveness, implementation, and learner needs in dual language programs• Some based on empirical research

Alternative Education Programs: Alternative Education Programs: language, literacy & academic language, literacy & academic instructioninstruction (pp. 323 & 324) (pp. 323 & 324)

Use of two languages (English & another language) to educate language minority students• and language-majority students in a

two-way immersion model

Lines of CommunicationYou need a partner.Listen for directions.

Lines of Communication

How does schooling in two languages assist students

in relationship to globalization?

Globalization Globalization (p. 324)(p. 324)

Linguistic & cultural competence play key roles in affording students the tools they need to take advantage of the opportunities of globalization

“Competitive edge” in the global marketplace.

Lines of Communication

How does teaching in two languages

help English learners brains’ (neurocognitive advantages)?

Neurocognitive Neurocognitive Advantages Advantages (pp. 324-325)(pp. 324-325)Advanced levels of bilingual

competences are associated with cognitive advantages in “executive control process.”

When problem solving, competent bilinguals are able to:1. focus attention when potentially

conflicting information is presented2. select relevant over irrelevant

information3. switch strategies when a solution is not

forthcoming

Lines of Communication

What are the advantages for students in an alternative program related to their

home language?

Home Language Home Language Advantages Advantages (pp. 325-326)(pp. 325-326)ELs with advance levels of competence in

certain aspects of the home language demonstrate superior achievement in English literacy compared with ELs with lower competency in home language abilities

Phonological awareness skills decodingVocabularyDual language programs systematically

use L1 to scaffold the acquisition of English literacy

Lines of Communication

What are the advantages for students in an alternative

program related to schooling and cultural

competence?

Schooling & Cultural Schooling & Cultural Competence Competence (pp. 326-328)(pp. 326-328)Dual language programs…provide many conditions that are

essential for the reduction of prejudice and discrimination

provide communication skills & cultural awareness to facilitate intergroup contact & appreciation (two-way immersion programs)

Schooling & Cultural Schooling & Cultural Competence Competence (pp. 326-328)(pp. 326-328)Misattributions (behaviors of respect

different from mainstream America) are less likely to happen

“funds of knowledge” (L. Moll): skills, knowledge, expectations, and understandings that children have about the world and their place in it are different for students from different cultural backgrounds. Prior knowledge & experiences are linked to funds of knowledge. Teachers have an understanding of cultural experiences.

Program Characteristics Program Characteristics (p. 328- 335)(p. 328- 335)

Review the summary chart on p. 329Slides 20-22 are for your reference

only.

With a partner, find two similarities and one difference.

Share with whole group.

Transitional Bilingual Transitional Bilingual Program Program (pp. 330-331)(pp. 330-331)“Early Exit Bilingual Education”• Content subjects in home language with

English Language Development (ELD)• Once “sufficiently” proficient, move to

English mainstream programPurpose:To ensure mastery of grade level

academicsTo facilitate & speed up English

acquisition

Developmental Bilingual Developmental Bilingual Program Program (pp. 331-333)(pp. 331-333)“Late Exit Bilingual Education”Maintenance Bilingual EducationOne-way program, only minority students

working to maintain home language, or full proficiency in home language

Purpose:Promote high levels of academic

achievement in all curricular areas and full proficiency in both home language & English for academic purposes

*If master grade level curriculum in home language, usually decrease achievement gap & often outperform EOs.

Two-Way Immersion Two-Way Immersion ProgramProgram(pp. 333-335)(pp. 333-335)Two-way Bilingual EducationDual Language Immersion• Provides education opportunities for all

students to become bilingual• Provides integrated language &

academic instruction for native speakers of English & native speakers of another language

Purpose:High academic achievement1st & 2nd language proficiencyCross cultural understanding

Program CharacteristicsProgram Characteristics (p. 328- 335)(p. 328- 335)

Comments or questions about Transitional Bilingual (TBE),

Developmental Bilingual (DBE) ,

orTwo-way Immersion (TWI)?

STUDENT ACHIEVEMENT & STUDENT ACHIEVEMENT &

PROGRAM OUTCOMES PROGRAM OUTCOMES (PP. (PP. 335-353)335-353)

Comments?Comments?

Characteristics ofCharacteristics ofEffective Dual Language Effective Dual Language Programs (pp. 353-360)Programs (pp. 353-360)

ISSUES IN LEARNER NEEDS (PP. 360-364)

Five Issues5 volunteers to read please

1. Socio-economic Status 1. Socio-economic Status (pp. 360-361) (pp. 360-361)“… most research on English learners

includes Hispanic students from low-income families and, thus, there is insufficient variation in student SES to discern the true relationship between differences in SES and variations in achievement among English learners (Adams et al. 1994). (p. 360)

2. Length of Residence in US 2. Length of Residence in US and Prior Schooling and Prior Schooling (pp. 361-(pp. 361-362)362)

Recent immigrants tend to attain higher levels of achievement than do second- or third-generation Hispanic students. (p. 361)

3. Students with Disabilities 3. Students with Disabilities (p. 362-363)(p. 362-363)

Students with special education needs who participated in dual language programs experienced significant positive outcomes by the upper elementary grade levels. (p. 362)

4. Language Status4. Language Status(pp. 363-364)(pp. 363-364)

…several studies have shown that bilingual Hispanic students have higher achievement scores, GPAs, and educational expectations than their monolingual English-speaking Hispanic peers. (pp. 363-364)

5. Demographics of School 5. Demographics of School Population Population (p. 364)(p. 364)

…English learner and Hispanic English-speaking students in predominantly Hispanic, low-SES schools achieved similarly to or higher than their peers in mainstream English-only programs at the same or nearby schools.

Please stand up.Please stand up.Find a partner at least 3 Find a partner at least 3 chairs away from yours.chairs away from yours.

Share with this partner,Share with this partner,one piece of information, idea, one piece of information, idea, or thought you are taking away or thought you are taking away from today’s session onfrom today’s session on“ Alternative Education “ Alternative Education Programs for English Learners.Programs for English Learners.””

In Conclusion ….In Conclusion ….…there is sufficient research to demonstrate the positive impact of high-quality dual language programs to promote bilingual, biliterate, content-area, and multicultural competencies.

Lindholm-Leary and Genesee p. 367