DUAL LANGUAGE RESEARCH: EFFECTIVE PRACTICES FOR PROMOTING BILINGUALISM

Dr. Frank Lucido, Associate ProfessorTexas A&M University-Corpus Christi

Leticia Castaneda, Assistant DirectorInstitute for Second Language Achievement

Texas A&M University – Corpus Christi

RESEARCH STUDY University research grant provided by Texas A&M

University-Corpus Christi Eight (8) school districts/five (5) states included in study

Albuquerque, New Mexico Independent School District East San Jose Elementary School

Chicago, Illinois Independent School District Darwin Elementary School Rachel Carson Elementary School Josiah L. Pickard Elementary School Anderson Elementary School Inter-American Magnet School

El Paso, Texas--Ysleta Independent School District Alicia Chacón Elementary School

Research Study(continued)

Canutillo, Texas Independent School District Canutillo Elementary Jose Damian Elementary

Houston, Texas Independent School District Gary L. Herod Elementary School

Arlington, Virginia Independent School District Francis Scott Key Elementary School

Hidalgo, Texas Independent School District Kelly Elementary School

Napa, California Independent School District Napa Language Academy

Campus Leadership Practices

Campus leadership committed to bilingualism and bilingual education.

Administrator learned research and applied program: 1st year/one grade, 2nd year two grades, etc.

Administrator informs community. Administrator keeps school in district eye with

representation at board meetings and other district functions.

Campus Leadership Practices

(continued) Administrator ensures compatible planning partners, and facilitates schedules with sufficient time for planning.

Administrator allows time for both vertical and horizontal team planning.

Administrator facilitates parent attendance, transportation to training.

Administrator protects the integrity of program, i.e.: no new 4th graders added, etc.

Campus Leadership Practices

(continued) Administrator treats teachers as participants;

teachers are invested and empowered. Administrator facilitated smooth program

implementation with parent support after staff and community disagreed on which program model to implement (50/50 or 90/10).

Administrator facilitates staff training and development (staff in-service/attendance to NABE, CABE, etc.)

Administrator is committed to program staffing (a key to program success).

District Leadership Practices

School-wide Title VII funds applied for/or made available

District commitment to second language learning and bilingualism

Provision of district level position(s) to support dual language programs

Superintendent supportive, i.e.: teacher visas Enthusiasm for program; support for teacher

needs

District Leadership Practices

(continued) District-wide training in dual language research and program implementation (the only such program in the United States is in Chicago

District provides two (2) teachers and one (1) aide per school

District provides funds for materials District establishes a Department of

Language, Culture, and Early Childhood

Program Characteristics

Spanish as L2: instruction for all students (SFL “immersion” program)

Spanish literacy integrated through content Program phased in gradually High level of development of Spanish

language use required by bilingual teachers to facilitate production

Planned and practiced student presentations in L1 and L2 for all students

Program Characteristics(continued)

No one model of implementation was prevalent among the schools visited but whatever the model it was respected

Team teaching is used with teachers working in their area of expertise or preferred language

Clear language division: one (1) day English/ one (1) day Spanish or other appropriate models were observed

Program begins with Prekindergarten level Teacher preparation and planning facilitates stability

of program

Program Characteristics(continued)

Heterogeneous grouping for instruction Administrators, teachers, and staff believe in

children as language learners Some language pairing in environmental

literacy Tutoring before or after school at least twice

weekly Continuous assessment of language

development in both languages

Program Characteristics(continued)

Continuous assessment of program goals and outcomes

Adequate materials in both English and Spanish languages

Certified administrators and bilingual teachers Continuous professional development for

administrators and teachers Adequate library materials in both English and

Spanish Support staff is also supportive of dual language

program

Effective Classroom Practices

Separation of both languages during instruction

Commitment to consistency in implementation of model of dual language

Language assessment of practices in both languages are consistent

Continuous vertical and horizontal planning Positive and warm classroom climate

Effective Classroom Practices

(continued) Literacy rich classroom environment in both languages

Teachers committed to bilingualism and dual language program

Thematic instruction and integration of curriculum Student-centered learning with “hands-on—minds-

on” activities Learning centers evident in early childhood

classrooms

Effective Classroom Practices

(continued) Integration of culture into the curriculum Flexible grouping for instruction in English

and Spanish Incorporation of various language learning

strategies, such as Language Experience Approach, Total Physical Response, and Natural Approach to Language Development

Instruction is developmentally appropriate with rich comprehensible input

Effective Classroom Practices

(continued) Balanced approach to literacy development with incorporation of literature in both languages, phonics, and whole language strategies

Technology incorporated into the curriculum A wide assortment of classroom materials in

both languages Certified and well-trained faculty with little or

no mobility

Effective Teacher Practices

Belief in the philosophy of a dual language program Passionate and dedicated to the philosophy of the

school Collaborative and work as a “united” team; support

each other Plan in vertical and horizontal teams True to the language being taught Choose to teach in a dual language environment

Effective Teacher Practices

(continued) High emphasis on literacy in both languages Continued assessment in both languages (to

individualize instruction) Variety of “hands-on—minds-on” activities used in

instruction Variety of instructional strategies are used (i.e.:

center instruction, cooperative groupings, thematic units, thinking maps)

Instruction is data-driven Technology integration

Effective Teacher Practices

(continued) Student-centered classroom (“stress free” environment)

Quality instruction resulting from hiring of quality teachers

Instructional practices are revisited with new teachers

Characteristics of Parents

Commitment to program (low mobility) Political action facilitated repeal of English only bill Community buy-in essential to program success:

parents voted in program and kept informed of practice

Parents in classrooms assisting with instruction Parents participate in classes (i.e.: GED/ESL,

parenting skills, arts & crafts, story writing) Parents provide instructional support after training

by filling in classrooms when teachers are in training. Some parents provide cultural training.

Characteristics of Parents

(continued) Literacy materials sent home with parent for home practice; parents help students at home

Monthly meetings with parents and teachers Parent computer training; take home computer

programs Fund raisers for program materials Parent literacy focus Parent Commitment Contract required by school Parents as full time volunteers (i.e.: 20 school wide)

Questions

Contact Information

Dr. Frank LucidoAssociate ProfessorCollege of Education

Frank.Lucido@tamucc.edu

Leticia CastanedaAssistant Director

Institute for Second Language AchievementLeticia.Castaneda@mail.tamucc.edu