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Dual Language Administrator Meeting April 29, 2014. Expanding the brain’s capacity. Expanding the Brain’s Capacity . There are differences and similarities between bilingual and monolingual language learning and processing.
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Expanding the brain’s capacity Expanding the Brain’s Capacity
There are differences and similarities between bilingual and monolingual language learning and processing. Differences appear to arise from the unique cognitive demands that learning and processing two languages create (i.e. attending to language sounds, grammatical rules, etc…)
The increased cognitive load imposed by switching between languages may have recruited additional neural tissue and required additional processing time. Different brain tissue is recruited in bilingual children as an adaptation to the task of managing two languages. It is important that such differences are not viewed as deficits, but rather, as opportunities for expanding the brain’s capacity.
Differences in the brain areas used for dual versus monolingual language processing should not be interpreted as delays or deficits, instead, they should be viewed as adaptations to the need for using additional cognitive resources. Additional cognitive resources = bilingual advantage.
Proficiency in the second language, as well as the age at which the language was acquired, affect patterns of brain activity. The networks in the brain become established for each language based on experience with that language.
There are differences across bilingual and monolingual children in functional specializations for language, which should not be interpreted as evidence of a delay induced by bilingualism but rather as a distinct developmental pattern linked to experience with each language.
The process of becoming bilingual requires time as well as rich input in each language.
Language Experiences • Language experiences are orchestrated in bilingual education by the program model designed for instruction. • In every program model, with the exception of best instructional practices, as external changes occur, internal review must follow. • STAAR & New Learning Standards
Standards for Review • Student performance on multiple measures. • Qualitative and Quantitative • Research-based • Instructionally & Educationally sound The best interest of the child….
Norms for Conversation in Review • No blaming… • No fault finding… • Growth mindset… • Program Comprehensive Needs Assessment… • Expectation of professionalism… The best interest of the learning organization
For Consideration… • “Platooning on the Rise in Early Grades” Education Week, February 19, 2014 • LISD Daily Elementary Schedule • Graphic for 5th prototype
Fifth Grade Prototype 2014-15 Non-negotiables: • One week in target language (equitable minutes) • Transdisciplinarity in literacy/writing • Integrated Planning & Design (IPD) • Like Language (continuous design) • Like Content (integrated design) • Academic Vocabulary Program (AVP) • Simultaneous Balanced Biliteracy Instruction (SBBI) • Thinking Maps • Authentic Work