I HABLO U CommunityBased Adult TwoWay Bilingual Immersion
“I HABLO U” Community-Based Adult Two-Way Bilingual Immersion (TWBI)
Presentation Road Map � Program Background and Underlying Motivation � Program Development � Teaching “I HABLO U” - 5 Steps - Demonstration of 3 TWBI Activities
What is TWBI? Two-Way Bilingual Immersion (TWBI) is… � Dual Language Education � Equal numbers of native speakers of a dominant language (e. g. English) and a partner language (e. g. Spanish) � Instruction in both languages - 50: 50 Model – 50% Dominant Language, 50% Partner Language - 90: 10 Model – 90% Partner Language, 10% Dominant Language (with a gradual increase to 50: 50)
Background of “I HABLO U” History of “I HABLO U” � Empowerment Congress North Area Neighborhood Development Council (NANDC) � University of Southern California (USC), Rossier School of Education � USC Family of Schools: John Mack Elementary, Vermont Avenue Elementary � Pilot Programs: Spring 2010, Fall 2010 Motivation for “I HABLO U” � “Community Building through Language Learning and Co-Mentorship” • Ease tensions between Spanish and English speakers • Provide opportunities for interaction with native speakers of the target language (TL)
Program Development – STEP 1: Initial Planning and Partnering � People ‒ Program Directors/Consultants ‒ Teachers ‒ Volunteers/Facilitators ‒ Students! � Places ‒ Hosting Site � Things ‒ Textbooks ‒ Handouts (copies) ‒ Classroom Materials (chalk board, desks, etc. )
Program Development – STEP 1: Initial Planning and Partnering, cont’d Good Resources for People, Places, and Things: � Elementary, Middle, or High School (Parent Center): Hosting site, program volunteers and facilitators � Neighborhood Council: Community oversight volunteers (recruitment, administration , etc. ), discretionary funds � College or University (Department of TESOL and/or Spanish): Volunteer teachers, faculty consultants
Program Development – STEP 1: Initial Planning and Partnering, cont’d Good Sources for STUDENTS � • • • English Learners Elementary, Middle, or High School (Parent Center): Parents Local Churches and Community Centers Boys and Girls Clubs: Parents Spanish Learners Elementary, Middle, or High School (Parent Center): Parents and Staff Local Churches and Community Centers Boys and Girls Clubs: Parents College or University: Students, Faculty, Staff (DPS) HEALTH or SOCIAL WORK PROFESSIONS
Program Development – STEP 2: Curriculum Development Schedule � 14 Weeks, 2 hours per week 3 Components / 3 Syllabi � Community Session (bilingual, 1 st hour) � English Language Session (monolingual, 2 nd hour) � Spanish Language Session (monolingual, 2 nd hour)
Program Development – STEP 2: Curriculum Development, cont’d Course Goals � Community-building goals • Based on community needs/themes (community liaison) • e. g. Health and Safety, Neighbor Conflict Resolution, Workplace Relations, etc. � Language goals • Based on learner needs and level (assessment) • Tailored to community-building goals • Four Skills (Reading, Writing, Speaking, Listening)
Program Develoment – Step 3 Recruitment Good Sources for STUDENTS � • • • English Learners Elementary, Middle, or High School (Parent Center): Parents Local Churches and Community Centers Boys and Girls Clubs: Parents Spanish Learners Elementary, Middle, or High School (Parent Center): Parents and Staff Local Churches and Community Centers Boys and Girls Clubs: Parents College or University: Students, Faculty, Staff (DPS) HEALTH or SOCIAL WORK PROFESSIONS
Program Develoment – Step 3 Recruitment, cont’d � Flyers • English Learners and Spanish Learners • Schools (Parent Center), Clubs, Churches, Community Organizations • Community Events (e. g. resource fairs, block parties) � On-Site Presentations and Q&A Sessions • English Learners and Spanish Learners • Schools (Parent Center), Clubs, Churches, Community Organizations � Emails • Spanish Learners • Schools, Clubs, Churches, Community Organizations • Health and Social Service Providers
Program Development – Step 4 Implementation � Determine Enrollment Capacity (invite at least 3 -5 over capacity) � Maintain Active Waiting List � Follow-up! � Distribute Signs, Maps, Directions Strict on Attendance (two unexcused absences = dropped from course) � Be (Calls, Emails, Calls)
Program Development – Step 5 Assessment and Evaluation Assessment (initial, ongoing, and final) � Initial Assessment • Assess Learner Needs (learning styles, literacy, educational background, etc. ) • Determine Language Proficiency (Beginner, Intermediate, Advanced) � Ongoing Assessment • Ensure Effective Pace (Midterm Exam, Midterm Course Evaluations) • Make Pedagogical Adjustments � Final Assessment • Test Course Goals (Final Exams) • Identify Areas for Improvment (Final Course Evaluations)
Teaching “I HABLO U” Class Schedule � 2 hour class (7: 00 – 9: 00 PM) � Twice a week � Adult Learners ‒ 1 Mandatory Session, 1 Make-up/Review Session ‒ e. g. MON, 7: 00 - 9: 00 PM; WED, 7: 30 – 9: 00 PM ‒ Time and ”Life” constraints (e. g. childcare, job, etc. ) ‒ Miss one class, fall behind -> drop course
Teaching “I HABLO U” Class Format 1) The Community Session (CS) � REVIEW/REPASO • 7: 00 – 7: 30 PM (30 minutes) � ACTIVITY/ACTIVIDAD • 7: 30 – 8: 00 PM (30 minutes) 2) The Language Session (LS) � FOUR SKILLS FOCUS • 8: 00 – 9: 00 PM (60 minutes)
Teaching “I HABLO U” The Community Session � REVIEW/REPASO • 7: 00 – 7: 30 PM (30 minutes) • Spanish-Only (15 min), English Only (15 min) • Review Assigned Homework, Ask Questions � ACTIVITY/ACTIVIDAD • 7: 30 – 8: 00 PM (30 minutes) • Spanish-Only (15 min), English Only (15 min) • Guided Communicative Activities ‒ Information Gap, Collaborative Reading, Total Physical Response (TPR)
Teaching “I HABLO U” The Community Session � Motivation • • for Community Session Rich Native Speaker Input & Output Promotes Fluency Encourages Cross-Cultural Dialogue Learning AND Teaching ‒ “Language as a Resource” vs. “Language as a Deficit” ‒ Neutralizes power disparities ‒ Lowers Affective Filter
Teaching “I HABLO U” The Language Session � FOUR SKILLS FOCUS • 8: 00 – 9: 00 PM (60 minutes) • Skills: Reading, Writing, Speaking, and Listening • Forms: Grammar and Vocabulary � Motivation for Language Session • Presents linguistic skills and content necessary for subsequent Community Session ‒ e. g. Parts of the Body Review (LS) -> “Simón Dice” (CS) • Provides structural basis for new content learned in CS ‒ e. g. Procedural Knowledge (CS) vs. Descriptive Knowledge (LS) • Promotes Accuracy
TEACHING DEMO! � Guess What! / ¡Adivínelo! (Information Gap) � Let’s Read Together! / ¡Leamos Juntos! (Collaborative Reading) � Simon Says… / Simón Dice… (Total Physical Response)
Links and References Links Empowerment Congress North Area Neighborhood Development Council (NANDC): http: //www. nandc. org/ University of Southern California (USC), Rossier School of Education: http: //rossier. usc. edu/ USC Family of Schools – John Mack Elementary, Vermont Avenue Elementary: http: //communities. usc. edu/neighbors/schools. html References Howard, E. R. , Sugarman, J. , Christian, D. , Lindholm-Leary, K. J. , & Rogers, D. (2007). Guiding principles for dual language education (2 nd ed. ). Washington, DC: Center for Applied Linguistics.
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