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Boerne ISD Dual Language Program

Boerne ISD Dual Language Program. What is a Dual Language Program?. Dual Language Program Definition.

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Boerne ISD Dual Language Program

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  1. Boerne ISD Dual Language Program

  2. What is a Dual Language Program?

  3. Dual Language ProgramDefinition • A program that develops bilingualism and bi-literacy in English and a second language by integrating English Language Learners (Spanish-dominant children) with English speakers (English-dominant children)

  4. Dual Language Education Programs . . . are a dynamic form of education that hold great promise for developing high levels of academic achievement, bilingualism,biliteracy, and cross-cultural awareness among participating students. (Christian & Whitcher, 1995; Valdés, 1997).

  5. Two-Way Dual Language Programs Dual Language/Two-Way Programs include fairly equal numbers of two groups of students: --Native Spanish speakers --Native English speakers This makes Dual Language programs two-way in two ways! Two languages are used for instruction and two groups of students are involved.

  6. Dual Language Dual language is the mainstream curricular program, just like any other class, except that the curriculum is taught through two languages. (Lindholm-Leary, 2004; Thomas & Collier, 1997, 2002).

  7. Why has Boerne ISD chosen to implement a Two-Way Dual Language Program?

  8. Bilingual Programs in Texas • All school districts in Texas are required by law to offer a Bilingual Program to students who qualifying as Limited English Proficient (LEP). • The Dual Language Program is the type of Bilingual Program that Boerne ISD offers.

  9. Dual Language Program • Research has shown this to be the best model for the long-term success of LEP students. It has the added benefit of being an enrichment program for English-dominant students who participate.

  10. Why begin the Two-Way Dual Language Program in Kindergarten?

  11. Research • Brain research shows that second language acquisition has an open window for brain connection from birth to age ten; therefore, beginning a dual language program at an early grade level is the recommended practice. Dual Language Immersion Programs: Two-Way/One-Way Developmental Bilingual Programs for Texas-Professional Development Guide

  12. What are the benefits of a Two-Way Dual Language Program?

  13. Benefits of Dual Language Education • Educational: Individuals can acquire high levels of academic language in both Spanish and English • Cognitive: Individuals can made cognitive and linguistic gains exceeding that of their monolingual peers • Sociocultural: Improved communication and understanding between cultures and groups • Economic: Increased job opportunities • Political: Opportunities for better global understanding and respect Dual Language Immersion Programs: Two-Way/One-Way Developmental Bilingual Programs for Texas-Professional Development Guide

  14. What makes Two-Way Dual Language Programs successful?

  15. Critical Factors of Successful Dual Language Programs • Students participate for at least 4 to 6 years • There is a balanced ratio of speakers of each language • The languages are separated during instruction • Emphasis is on the minority language (Spanish) in the early grades • Core academics are emphasized as well as instructional excellence

  16. What is additional information about the Boerne ISD Two-Way Dual Language Program?

  17. Boerne ISD Dual Language Program Goals • Students will develop high levels of proficiency in their first language • Students will develop high levels of proficiency in a second language • Academic performance will be at or above grade level • Students will demonstrate positive cross-cultural attitudes and behaviors • Students will become bilingual, bi-literate, bicultural

  18. Bilingual/Dual Language Campuses • CuringtonElementary - Dual Language classes implemented through 4th grade • FabraElementary – Dual Language classes implemented through 5th grade • Kendall Elementary – Dual Language classes implemented through 6th grade

  19. Boerne ISD Instructional Model • 90/10 Model: K – 90% Spanish/10% English 1 – 80% Spanish/20% English 2 – 70% Spanish/30% English 3 – 60% Spanish/40% English 4 – 50% Spanish/50% English 5 – 50% Spanish/50% English 6 – 50% Spanish/50% English

  20. Why did Boerne ISD select a 90/10 model?

  21. 90-10 Model: Research • Shown to be the most successful program for English Language Learners (Thomas & Collier, 2001) • Research shows students perform as well or better on tests of English than their English-speaking peers who have been instructed in English only (Lindholm-Leary, 2001). • English-dominant students have an immersion experience, while Spanish-dominant students receive native language instruction with the gradual introduction of English.

  22. Rationale for a 90/10 model: • The further we are from the Texas/Mexico border, the greater the amount of Spanish we should include in the curriculum because Spanish is not supported outside of school. • A second language is best acquired when it is used as the medium of instruction across the curriculum (integrated instruction). • Students who add a second language demonstrate higher levels of language proficiency, achievement, and self-concept. • Skills transfer from one language to the other.

  23. Transference of Spanish Reading to English Reading • There is a high level of correspondence in their sound relationship between most Spanish and English consonant letters. • Research has found that Spanish phonemic awareness and Spanish word reading and fluency are reliable predictors of English performance. • Many words, especially “higher-level”, multi-syllabic words in English, have cognates in Spanish or roots derived from Greek and Italian.

  24. Things to Know about the English/Spanish language English • 26 letters that represent 40 to 45 phonemes • Only 50% of English words are spelled phonetically • There are 5 vowels letter and 15 vowel sounds Spanish • 27 letters that represent 24 phonemes • There is almost a one-to-one correspondence between graphemes and phonemes • There are 5 vowel letters and 5 vowel sounds

  25. What is curriculum and instruction like in the Dual Language Program?

  26. Curriculum and Instruction • Like regular classrooms, Dual Language classes have a rigorous curriculum that meets state standards . • The curriculum incorporates research-based strategies and best instructional practices for literacy development. • Materials have been purchased for teachers and parents to support literacy development in the classroom. • Teachers have received training and will continue to receive support for incorporating strategies to support literacy development.

  27. Classroom Strategies That Support Language Acquisition • Visuals, TPR (total physical response), gestures, lots of modeling • Clear explanation of academic tasks • Speech appropriate for beginning language levels (slow, simple sentences/speech) • Use of supplementary materials including lots of manipulatives, pictures, realia • Preteaching vocabulary • K-W-L/graphic organizers • Paraphrasing, wait time is increased • Technology use

  28. The Classroom Environment • Children’s writing (interactive writing) posted on walls • Use of songs/poem evident • Word walls • Picture clues • Academic and language objectives posted • Daily opportunities to read and write • Cooperative learning/pair work/ peer interaction • Language stems provided

  29. What resources are available for parents of students in the Dual Language Program?

  30. Resources • The district has purchased the PTP (Parents Taking Part) Program, which includes academically-focused songs on a CD and follow-up activities to be done in the home as additional support. Training will be provided in the fall. Parents who attend this training will receive the materials on loan for the school year. • AMIGOS Parent Support Group • Boerne ISD Dual Language website contains resource information for parents

  31. Resources on the Web Example website: • Guiding Principles for Dual Language Programs funded by the Office of English Language Acquisition through the National Clearinghouse of English Language Acquisition (NCELA). Center for Applied Linguistics http://www.cal.org/twi/guidingprinciples.htm

  32. What is the process for signing up for the Dual Language Program?

  33. If you wish to pursue enrollment… • Sign-up (tonight) to have your child screened with the Pre-IDEA Language Proficiency Test (Pre-IPT) in English and the Get Ready to Read! screening tool in English as a means of helping determine your child’s foundation in his/her native language. • To be eligible for the program, the child must score “Fluent” on the IPT and in the 3-4 range on the Get Ready to Read tool.

  34. Application Process • Once screening is complete, a letter will be sent home informing you of your child’s screening results. Qualifying students’ names will be included in the campus lottery. • Parents of students who do not meet eligibility criteria may request reassessment for further consideration. Reassessments are scheduled during the first week in August. However, these students will be placed at the end of the waiting list.

  35. Student Selection • The number of English-dominant students invited to participate in the Dual Language program will be based on the number of Spanish-dominant children in the class. • 90% of the slots will be reserved for students from campuses with a Dual Language Program; 10% of the slots will be reserved for students from campuses without a Dual Language Program. • If more applications are received than space is available, qualified students will be placed in a lottery. Note: We are no longer able to give preference to siblings.

  36. Lottery • Once all of the campus slots are filled, the remaining students’ names will be included in a district lottery and drawn to be placed on a district waiting list (in the order they are drawn). • Parents will be notified by the end of May regarding their child’s status. • Students selected from Fair Oaks Ranch and Cibolo Creek Elementary will be given transfer forms to complete (Note: Parents are responsible for transportation).

  37. Transfers • Parents must provide their own transportation. • Transfer requests must be submitted annually. • Students from a campus with a Dual Language Program will return to their home campus when space becomes available. • Transfer requests will only be granted for children in the Dual Language Program. Transfer requests for siblings are not allowed. (It is possible that you may have children at two different campuses.)

  38. Waiting List • Should a slot open later in the summer, students will be invited to attend according to their order on the waiting list. Parents will be notified by the end of the second week in August. • If a student is drawn to attend at a campus other than their home campus, parents will be given transfer forms to complete. • Parents of students remaining on the waiting list will also be notified of their status by the end of the second week in August.

  39. Program Orientation Meetings • Students will be invited to meet their teachers at the “Meet the Teacher” evening held at each campus. • Additional program information will be shared throughout the back to school events and through our Dual Language Family Nights.

  40. Questions?

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