TwoWay Immersion Education Why What and How Elizabeth

Two-Way Immersion Education: Why, What, and How? Elizabeth Howard University of Connecticut Two-Way Immersion Network – Catholic Schools Summer Academy 2016

WHY implement a two-way immersion program?

. Consider… � El que habla dos idiomas vale por dos. � He who speaks two languages counts for two people. � 一个懂得两种�言的人抵得上两个人。 yí gè dǒng dé liǎng zhǒng yǔ yán de rén dǐ dé shàng liǎng gè rén

What are some benefits of bilingualism? � Cognitive - enhanced memory, metalinguistic awareness (the ability to think about language), and executive function (e. g. planning and organization).

What are other benefits of bilingualism? � Social - the ability to form friendships with people from varying language backgrounds and the ability to gain more from travel experiences in countries where the native language is not spoken. � Instrumental – e. g. enhanced job opportunities.

How long does it take to learn a second language? Stages of Second Language Development 0. 5 1 3 5 preproduction early production intermediate speech advanced fluency 7 speech emergence Research on second language learners in the United States and Canada indicates that it takes 4 -7 years for students to develop high-level academic proficiency in a second language (Hakuta, Butler, & Witt, 2000).

WHAT is two-way immersion?

Dual Language Programs � Common Goals � Essential Characteristics ◦ High academic achievement ◦ Bilingualism & biliteracy ◦ Cross-cultural competence ◦ Integration of students who are proficient in either or both languages of instruction ◦ Literacy & content instruction through two languages (primarily monolingual delivery of instruction) ◦ Extended period of implementation �Minimum (pre)K-5; Optimal (pre)K-12 ◦ 50 -90% of daily instruction in minority language 8

Sheltered Instruction Transitional Bilingual Education Foreign Language in the Elementary School (FLES) Howard, Olague, & Rogers, 2003 9

Program Models 5 0 / 5 0 9 0 / 1 0

HOW do you implement a strong two-way immersion program? Using the Guiding Principles for Dual Language Education as a Tool for Self-Study and Program Improvement

Guiding Principles for Dual Language Education � Draft released in 2005, 2 nd edition released December, 2007 � Based on New Mexico Dual Language Program Standards � Prepared by a national panel of researchers, teachers, administrators, and parents � Produced by the Center for Applied Linguistics � Available online at http: //www. cal. org/twi/guidingprinciples. htm � To be updated 2016 -2017 - so please share your thoughts! 12

Philosophy � The principles are based on a vision of education that is Inclusive and equity-focused Student-centered Academically challenging Driven by multiple forms of evidence of student learning ◦ Based on shared decision-making (including all stakeholders) ◦ ◦ 13

Organization � Introduction � Effective Features of Dual Language Education Programs: A Review of Research and Best Practices, by Kathryn J. Lindholm-Leary � Guiding principles ◦ ◦ Strand Principle Key point Indicators � Rating templates 14

Strands � Assessment and Accountability (Tuesday) � Curriculum (Monday) � Instruction (Monday) � Staff Quality and Professional Development � Program � Family Structure (Sunday) and Community (Wednesday) � Support and Resources 15

Example 16

Understanding the Guiding Principles � “Full” implementation represents evidence of best practices, however. . . ◦ No corresponding benchmark for how many “full” or “exemplary” ratings would be needed to be considered an excellent program ◦ No research on how each key point individually adds value to a school’s overall success ◦ Guiding Principles should not be used as a tool for accountability where sanctions are imposed on schools on the basis of ratings 17

Qualities of Exemplary Dual Language Programs � The exemplary indicators within each key point emphasize that effective programs are ◦ Process-oriented (processes are established for implementing and reflecting on specific elements of the program) ◦ Reflective (staff analyze and use data and discuss their experiences) ◦ Comprehensive (all stakeholders support the program, receive training, and have a voice in decision-making) ◦ Committed to advocating for dual language education at the district, state, and national level ◦ Supported by human and financial resources 18

Purposes of Self-Evaluation � Guide decision-making (hallmark of evaluation as opposed to research) � Accountability for non-mandated goals � Understand connection between program goals, program implementation and program outcomes � Preparation for other activities ◦ External evaluation ◦ Advocacy ◦ Budgeting � Documentation of program activities 19

Using the Guiding Principles � Step 1: Ratings and Evidence � Step 2: Create an Action Plan � Step 3: Disseminate and Implement the Plan

Step 1: Ratings and Evidence ◦ Which indicator describes your program’s implementation? ◦ What kinds of evidence can you cite to support your ratings? ◦ What documentation can you collect to support your evidence? ◦ Which stakeholders should you consult to help you find evidence? � Suggestions ◦ Be rigorous in your data collection. ◦ At this stage, focus on what you ARE doing, not what you SHOULD or COULD be doing. ◦ Discuss evidence for the indicators above and below where you think you are. ◦ Think about the credibility of the people doing the data collection and analysis, and be sure the team has adequate representation of various viewpoints. ◦ Focus both on areas where the program is strong and where it is weak; this will help in defining priorities later on. 21

Let’s try it together! What evidence would you want to collect to determine your program’s level of alignment with this key principle? 22

Now work together with your team! � Working within your school teams, read through the principles and key points of Program Structure (strand 5). You may want to split up and take responsibility for different principles. � Make a preliminary rating of your program for each principle and key point, considering these questions for Step 1: � Step 1: Ratings and Evidence ◦ Which indicator describes your program’s implementation? ◦ What kinds of evidence can you cite to support your ratings? ◦ What documentation can you collect to support your evidence? ◦ Which stakeholders should you consult to help you find evidence? 23

Step 2: Create an action plan ◦ What goals do you want to set for improving program implementation? ◦ What kinds of activities will meet each goal? ◦ How much can you accomplish in the amount of time you have? � Suggestions ◦ Only take on as much as you can reasonably handle. Set explicit due dates and assign responsibilities to be sure that everything gets done. ◦ Write everything down to provide explicit documentation of your thinking. ◦ Involve those who have power to approve activities and funding. 24

Step 3: Disseminate and implement your plan ◦ Who will want to know what we came up with? ◦ What will be an effective way to share our findings? ◦ How should we plan to evaluate and reflect on our efforts? � Suggestions ◦ Show your plan to colleagues at another school to get their feedback and suggestions. ◦ Share both positive and negative findings. ◦ Position findings in terms of providing structural support for change, not making demands on individuals. �GOOD: Bilingual aides will be assigned to cover kindergarten classes half an hour per week for the purpose of joint planning time. �BAD: Marie and Bill need to do a better job coordinating their lessons. 25

Moving Forward � At the end of each day, you will have the opportunity to repeat Step 1 for curriculum and instruction (Monday), assessment and accountability (Tuesday), and family and community (Wednesday). � At the end of the institute, we encourage you to pick one focal strand for your program this year, and move forward with steps 2 and 3.