the dual language professional nabe 2006
TRANSCRIPT
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The Dual Language Professional
Dr. Carmen L. LamboyProf. Luis J. ZayasDr. Luis A. Burgos
Sistema Universitario Ana G. Méndez
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Who we areAna G. Méndez University System
School for Professional StudiesAccelerated Learning Program
Dual Language Accelerated Learning
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The Need for Dual Language Professionals
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• 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
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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)
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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
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The Need for Dual Language Professionals
• Latinos represent 15% of the US population-–Only 10% of university students
US Bureau of the Census, 2000
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The Dual Language Model in Higher Education
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Our Mission – Our Model
ProfessionalProficiency
Fluency•Social•Personal
Use of both languages and both cultures for professional proficiency.
L2L1
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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
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Definition• A Dual Language
Professional will demonstrate professional competencies confidently in their field of study in Spanish and English.
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Confidently
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Conceptual Interpersonal Communication
Professional Competencies
SKILLS
Language
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Professional CompetenciesConceptual Skills:
1. Generate Ideas2. Create Projects3. Analyze/Interpret
Data4. Critical Thinking5. Synthesis
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Professional CompetenciesLanguage Skills:
1. Spelling & Grammar2. Translates3. Summarizes Information4. Use of Varied Vocabulary5. Technical Jargon6. Reads & Understands
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Professional CompetenciesCommunication Skills:
1. Making Coherent Presentations (reports, proposals)
2. Support Opinions3. Express Ideas (hypothetical
& situational)
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Professional Competencies
Interpersonal Skills1. Team-work,
cooperative/collaborative2. Interpersonal Interaction
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Professional Competencies Skills and Objectives
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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
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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
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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.
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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.
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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.
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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
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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
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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)
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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)
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Activities, Accomplishments and Lessons Learned
The Orlando Experience
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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
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5561
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A B C D F
MODULESRESOURCES
Instructional Resources
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8795 94
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A B C D F
ClassManagementGroupInteractionsStudentEvaluation
Faculty and Classroom
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1117
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ABCDF
Self-Evaluation Language Confidence
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Questions
Thank you.
Sistema Universitario Ana G. Méndez
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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