©2007 Sistema Universitario Ana G. Méndez

A Dual Language Model for Higher Education

Breaking the Language Barrier to Hispanic Access, Retention and Graduation

Luis Zayas, Sistema Universitario Ana G. Méndez

• From research sponsored by the Hispanic Summit and census data we can conclude that-– Hispanics are underrepresented in higher

education• 17% of the population vs. 13% of university students in

Central Florida

– Lower graduation rates than non-Hispanics– Trend likely to continue-

• Overrepresented in PK-12 (22%)• 34 % ESL

Why is Accelerated Dual Language Education Important?

Why is Accelerated Dual Language Education Important?

• Hispanic mastery of the English language affects access to higher education– 40% of Hispanics were born in a non-English

speaking environment• Higher when including recent Puerto Rican

migrants– 46% have migrated to the US in the last 10

years– 75% of Hispanics speak Spanish at home– 14 million Hispanics report that they do not

speak English “very well” (49%)

US Bureau of the Census, 2000

Language skills as a barrier to higher education

• A significant proportion of Hispanics do not have the skills, experience or confidence in English needed in a traditional university

• They are placed in ESL programs that do not transfer easily into regular programs– Access is delayed

Cultural differences as a barrier to higher education

• Every culture has different forms of – Non-verbal communication– Interpersonal relations– Meaning/concept construction

• All have great impact on student success

Why is Accelerated Dual Language Education Important?

• Hispanic adults have significantly lower university level attainment.

46.4

60.3

10.6

28.1

0

10

20

30

40

50

60

70

High School,Some College

Bachelors orHigher

Latinos

Non- Latino

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?

• Conclusion– In order to increase access and

success of Latino adults to higher education we need alternative programs that will allow for:

• Enhancing English skills• Reinforcing Spanish language skills• At the same time you make progress

towards your degree

Basic elements of Discipline-Based Dual Language Immersion Program®

• English and Spanish language courses required

• Placement testing in both languages

• All content courses: 50% in English, 50% in Spanish

• Language development objectives for every course

• Bilingual faculty and staff• Language skills lab

©2007 Sistema Universitario Ana G. Méndez

A Dual Language Model for Higher Education

Is Dual Language Effective?

The success of Dual Language at the PK-12 levels• Research* comparing student test

scores nationwide indicated that-– Children learned English faster and better

than in traditional ESL programs• Students with higher initial proficiency in native

language increase English proficiency faster

– Maintained and developed their 2nd language skills to become bilingual

– Scored better in other school subjects than students in monolingual or traditional ESL programs

*Thomas, Collier (2001); Lindholm-Leary (2005)

Results of assessment of learning study

• Assessment study required by our accrediting agency (Middle States) shows that– At the Program Mid-Point, students demonstrate

achievement at the “Very Good” level for program objectives

– They also demonstrate a very high “Satisfactory” level of achievement in language skills as defined by the Dual Language Professional Competencies.

– Difference between students achievement in both languages is statistically not significant

Scores compared of Program Objectives and Language Skills

English

0 1 2 3 4

3.317

2.892

Spanish

Both Languages

Program Objectives

2.817

2.937

Excellent

Very G

ood

Satisfactory

Unsatisfactory

Fully accredited by Middle States Association

Metro Orlando Campus(407) 207-3363

5601 S. Semoran Blvd.Orlando, FL 32822