|
|
Home » Departments » Curriculum and Instruction » Bilingual / ESL » Information About Programs » Dual Language
Dual Language
Click here to see the video demonstration.
Goals
- Buld fluency in both languages
- Built literacy in two languages
- Gain academic achievement in all subject areas following state TEKS
- Gain knowledge of other cultures
One-Way Dual vs. Two-Way Dual
- One-Way Dual model = all students are Spanish speakers identified for the bilingual program
- Two-Way Dual model = English speakers scored "Fluent" on the WMLS-R test & Spanish speakers are bilingual identified students
50-50 vs. 90/10
- 50-50 program model = English is used 50% of the instructional time. Spanish is used 50% of the instructional time. C-FB model.
- 90/10 = Spanish is used 90% of the instructional time. English is used 10%. English is introduced when the student is a fluent reader in Spanish.
Translations
- Teacher is not to translate (use Spanish) during English instructional time. (Calderon p. 31-32)
- Teachers may use peers, TPR and visuals to be understood.
- Blingual-ESL department should be contacted so that our instructional Specialist may assist.
- Monolingual Delivery - Instruction is to be given in only one language at a time.
- Separation of languages and delivery of instruction should be planned in order for this model to be standard across the district.
Research
- Collier (1995) and Cummins (2004) elaborate that this is a myth. English language learners can be taught cognitive complex tasks immediately. Research on literacy development shows that learning is accelerated when all language skills are developed simultaneously.
- Ellis (2003). There is no research that shows a student must first learn to read their first language before learning to read a second language.
- Cummins (2004) states, "The order in which reading is introduced in a bilingual program (L1 first, L2 first, L1/L2 together) is not, in itself a significate predictor of reading development or academic progress. After the initial grades, reading comprehension is predicted primarily by the amount that students actually read."
http://www.iteachilearn.com/cummins/claims.html
Writers Workshop
- Teachers will conduct mini-lessons for Writers' Workshop in the language of the day.
- Students will do their process writing in the language of their choicke, although the students should be encouraged to write in the language in which they are best able to express themselves.
Independing Reading & Writing
- are in the language of the student's choice
Read Aloud Shared Writing & Reading
- will be conducted in the language of the day on a daily basis
|
