Dual Language Programs
Defining Terms
Defining Options
Defining Results
Defining Terms
Dual language education:
a) An umbrella term encompassing all programs in which two languages are used as the medium for delivering academic content
b) A program in which half of each class is made up of speakers of English and the other half, speakers of the target language
c) A form of bilingual educationd) All of the above
Defining Terms
• Bilingual education
• Two way immersion/Dual language
• Foreign Language immersion
Defining TermsIMMERSION• Uses two languages
for instruction• Serves students of
majority language backgrounds
• Goal includes high levels of proficiency in new language and in home language
• Use of home language gradually increased
• Additive bilingualism
BILINGUAL EDUCATION• Uses two languages
for instruction• Serves students of
minority language backgrounds
• Goal includes high levels of proficiency in new language
• Use of home language gradually decreased
• Subtractive bilingualism
DUAL LANGUAGE/TWO-WAY IMMERSION
•Uses two languages for instruction, with the home language of minority students used for most of the school day in 90-10 models.
•Serves students proficient in English and students learning English
•Goal includes high levels of proficiency in new language and in home language.
•Use of both languages for about 50% of the school either from kindergarten (50-50 model) or by grade 3.
•Additive bilingualism
Defining Options
Populations:• Speakers of English
• Heritage learnersa) Proficient in English
b) Learners of English
Time:a) 90-10
b) 50-50
c) other
Language, Literacy, and Academics
Academics
LiteracyLanguage
Dual Language Programs in Portland Public Schools
Overview of PPS Programs
Programs Goals and Concepts
Model Variables
Strengths and Challenges
Resources
10 Programs 4 Languages
• K-12• 20 year history• Diverse settings• Diverse learner
populations• Languages:
– 7 Spanish– 1 Japanese– 1 Mandarin– 1 Russian
Immersion Program Goals
• The immersion language is used to learn subject matter content. Math, Science, Reading, Writing, Social Studies or The Arts may be selected as appropriate content subjects.
• Language learning will also occur in the context of real life situations and help students interact in social situations.
• Age appropriate instructional strategies and activities will be key instructional components, including content, language and cultural objectives.
• Language and content curriculum are articulated using materials at an age-appropriate content level.
• Expressive and receptive language development is emphasized at all stages of the program.
• The program provides ways to motivate learning a second language. It encourages language and cultural enrichment activities such as summer programs, exchanges and travel.
Key Immersion Concepts
• To develop high level of proficiency in reading, writing, speaking and listening in two languages.
• To develop high academic performance in all content areas.
• To develop a deep understanding and appreciation of other cultures.
• To develop skills in cross cultural communication and a sense of responsible global citizenship.
• To develop the ability to study and communicate across the curriculum in two languages.
• To develop competence in social interactions in the two languages.
Varying Models in PPS
Model Variables/
Language
Spanish Mandarin Russian Japanese
Learners 6 Two Way
1 One Way
1 One Way 1 Two Way 1 One Way
Time Allocation
4 90:10
3 50:50
50:50 70:30 50:50
Other Impacting Variables
• One Teacher vs. Two Teachers• Content Allocation - what content do you
teach in the target language• Specials role in program• Homogenous L1 Groupings for native
literacy or L2 Language development• All School vs. Program within a School• Self Selection vs. mandated• Special Education/TAG/ESL• SES
Strengths of Our Programs
• Committed Teachers
• District Commitment to K-12
• Strong community support
• High interest from families
• Model programs in district to draw upon for support
• Collaboration with higher ed.
• Data indicates academic and linguistic successes
Challenges in Implementation
• Adequate language and literacy development• Appropriate curriculum materials both
linguistically and developmentally• Supporting varying program models and
languages• Dearth of research around non-cognate
languages• Obtaining good data around language and
literacy development • Addressing special ed. Issues• Finding qualified and certified teachers
Resources
• Center for Applied Linguistics www.cal.org
• Center for Advanced Research on Language Acquisition www.carla.umn.edu
Questions?