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Preliminary evidence from a national network of Catholic two-
way immersion schools
ObjectivesDeepen understanding of history of Catholic schools serving culturally and linguistically diverse students
Recognize importance of learning in and across Catholic schools in this context
✤ TWIN-CS
Identify implications from TWIN-CS for your school context
What race or ethnicity does each color signify?
Implications? Social and cultural implications and opportunities?
How does this affect schools differently than the general population?
What are the implications for Catholic schools?
What’s in a label?
English Language Learner
Limited English Proficient
Bilingual
Emergent Bilingual
New Mainstream
Latino
Hispanic
Immigrant
Minority
Students of ColorESL
The Label We Choose
• What are some characteristics of culturally and linguistically diverse students?
• What are benefits and limitations to this label?
• Who cares?
Culturally and Linguistically Diverse (CLD) Students
Catholic School HistoryPeak Enrollment in Catholic Schools1940s 1960s
1980s
Current student enrollment 1 million 2 million 3 million
New schools opened 15 27 42
Schools consolidated / closed 133 184210
Schools with waiting lists 1000 1500 2000
CLD students 1965-2014
Culturally and Linguistically Diverse students are:
Consistently underserved by PK-12 schools
Increasingly coming from households where languages other than English are spoken (Palmer, 2013; U.S. Dept. of Education, 2011 )
1980: 4.7 million students
2009: 11.2 million
40 million immigrants since 1965
about 20 million Hispanic
Nearly 12 million Asian
(http://www.pewresearch.org/next-america/)
Historical Context: CLD students in Catholic
schoolsCatholic schools established early in US history to meet the needs of the Catholic families
Many of these families were CLD
The Third Plenary Council of Baltimore (1884)
Today’s Catholic schools are also striving to meet the needs of their immigrant parish members
CLD students in Catholic schools
High rates of povertyLow levels of parent educationLittle access to quality schooling
Higher rates of bilingualism & biliteracyStrong family stability and extended family supportHigh levels of entrepreneurism & perseverance
Un
eq
ual Ed
ucati
on
al
Op
port
un
itie
s
Un
tap
ped
Fu
nd
s o
f Kn
ow
led
ge
Historical Context: Your context
Region
State
County
City
Neighborhood
School
Historical Context: Abilene, Texas
Southwest
Texas
Taylor County
Abilene
Park Central
St. John’s
2) Learning in COPs
What are Communities of Practice (COPs)?
•Grounded in sociocultural learning theory (Lave
& Wenger, 1991)
•We learn through interactions with others, as well as experiences in the world
COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another
•Identify some!
Digging into COPsMutual
EngagementJoint Enterprise Shared Repertoire
Sustained Relationships (harmonious or conflictual)
Shared ways of engaging in doing things together
Rapid flow of information and propagation of innovation
Substantial overlap in participant’s description of who belongs
The ability to assess the appropriateness of actions and products
Very quick setup of a problem to be discussed
Mutually defining identities
Knowing what others know, what they can do, and how they can contribute to an enterprise
Specific tools, representations, and other artifacts
Certain styles recognized as displaying membership
Shared discourse styles and content (lore, stories, jargon)
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
Strong / Weak contenders
• Online chess club?
• Middle school team at my school?
• Pittsburgh Steeler fans?
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
Who cares?Teachers can be mutually engaged in a COP sharing the joint enterprise of advancing teaching/learning in their school and utilizing a shared repertoire to facilitate this work.• Importance of learning in and across
Catholic schools to better serve CLD students & families
A few additional points…
• Trajectories
• Constellations
• Boundary Spanners
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
TWIN-CS• TWIN-CS as a COP
Mutual Engagement
Joint Enterprise Shared Repertoire
WHO? WHAT? HOW?
• 12 schools • Common mission
• Shared strategies, tools, resources
TWIN-CS• TWIN-CS as a COP
(Map)
TWIN-CS• TWIN-CS as a constellation of COPs
Mutual Engagement
Joint Enterprise Shared Repertoire
WHO? WHAT? HOW?
• Principals • Administration• Shared
strategies, tools, resources
• Teachers • Common grades
• Shared strategies, tools, resources
• Mentors• Supporting
TWIN-CS schools
• Shared strategies, tools, resources
• Boundary Spanners – Design Team
Age of TWIN-CS Members
2011 20121999 2009 2010 20142013
*pause*Remainder of presentation:
•How does this COP lens help explain what’s happening in TWIN-CS?
•What are the implications of this for me and my school?
Serving CLD students
Networking
What are TWIN-CS members striving to
do?• Effectively serve culturally and
linguistically diverse (CLD) students
(via the two-way immersion model)
a) Promote sociocultural integration
b) Cultivate language proficiency
c) Support academic achievement
Effective schools for CLD students
Note: not just for TWI schools…
a) Promote sociocultural integration• How is this happening in a COP in TWIN-
CS?
Revising school mission and vision to affirm home language and explicitly embrace CLD students and families
First messageArchbishop Borders School is a designated dual language, Catholic community school which, through the dissemination of Catholic values and rigorous academics, is committed to the preparation of leaders, bilingual and biliterate in Spanish and English, to serve in a multicultural society.
First messageLa Escuela Archbishop Borders es una escuela católica y comunitaria; la cual, por medio del lenguaje dual, los valores católicos y el rigor académico está comprometida con la preparación de líderes bilingües y bialfabetas en español e inglés, para servir en una sociedad multicultural.
“catholic” and Catholic MissionArchbishop Borders School is a community-
based, dual language Catholic school committed to preparing leaders, bilingual and bi-literate in Spanish and English, for a multicultural society through Catholic values and rigorous academics… While honoring and celebrating the cultures of all our families, students are prepared to become global citizens and compassionate leaders that understand the ethnic, economic and linguistic diversity of all people.
How does this illustrate a
community of practice?• How does the mission and vision of
Archbishop Borders create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students?
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
Mutual Engagement
Joint Enterprise Shared Repertoire
Sustained Relationships (harmonious or conflictual)
Shared ways of engaging in doing things together
Rapid flow of information and propagation of innovation
Substantial overlap in participant’s description of who belongs
The ability to assess the appropriateness of actions and products
Very quick setup of a problem to be discussed
Mutually defining identities
Knowing what others know, what they can do, and how they can contribute to an enterprise
Specific tools, representations, and other artifacts
Certain styles recognized as displaying membership
Shared discourse styles and content (lore, stories, jargon)
b) Cultivate language proficiency• Focusing on formatively assessing
language development
• Using this in two languages
Goals: - Inform instruction- Monitor progress- Develop consistency / coherence across school
Internal COP• Implementation Team in ABB• Conduct PD on Easy CBM (September /
October)• Collect Data I (November)• Process results (December)
Target comprehension (inferential and evaluative)
Conduct PD on using questions / answer relationships
• Collect Data II (December) and III (January)• Process results
Fluency, targeting small groups and individual students
Broad COP
• ABB as part of TWIN-CS
Leading webinar
Participating in webinars
Sharing at summer academy
How does this illustrate a
community of practice?• How does formatively assessing language
development in Archbishop Borders create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students?
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
Mutual Engagement
Joint Enterprise Shared Repertoire
Sustained Relationships (harmonious or conflictual)
Shared ways of engaging in doing things together
Rapid flow of information and propagation of innovation
Substantial overlap in participant’s description of who belongs
The ability to assess the appropriateness of actions and products
Very quick setup of a problem to be discussed
Mutually defining identities
Knowing what others know, what they can do, and how they can contribute to an enterprise
Specific tools, representations, and other artifacts
Certain styles recognized as displaying membership
Shared discourse styles and content (lore, stories, jargon)
c) Support academic achievement
What’s the central challenge to supporting academic achievement that distinguishes teaching CLD students from teaching those whose mother tongues are English?• Articulating a coherent service delivery model to meet this challenge
• Implementing TWI Model
c) Support academic achievement
• “Educator of Year” award to teacher for literacy education
• “Teachers often work in toil and silence. We hope that these awards honor teachers who are doing really important work, whose stories haven’t been told.” – Mark Lewis, Loyola
How does this illustrate a
community of practice?• How does implementing the TWI model
create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students?
COPs are groups of individuals who share
a common purpose and learn how to
pursue this purpose from one another
Mutual Engagement
Joint Enterprise Shared Repertoire
Sustained Relationships (harmonious or conflictual)
Shared ways of engaging in doing things together
Rapid flow of information and propagation of innovation
Substantial overlap in participant’s description of who belongs
The ability to assess the appropriateness of actions and products
Very quick setup of a problem to be discussed
Mutually defining identities
Knowing what others know, what they can do, and how they can contribute to an enterprise
Specific tools, representations, and other artifacts
Certain styles recognized as displaying membership
Shared discourse styles and content (lore, stories, jargon)
Recap• COPs are a powerful vehicle for learning
• TWIN-CS is catalyzing and supporting COPs around teaching and educating culturally and linguistically diverse students
Promoting sociocultural engagement
Cultivating language
Supporting academic achievement
What’s next?
3) Implications for you• How does your school effectively serve CLD
students?
• TWI as a model for your school context?
Why / why not ?
Not a silver bullet / doesn’t apply to all contexts
• Basic tenets of effective schooling
Promoting sociocultural engagement
Cultivating language proficiency
Supporting academic achievement
Implication 2: Networking• Connecting to peers
Amongst Catholic schools – locally and broadly Across sectors (Catholic / public) With others (colleges, outside mentors)
• Addressing problems of practice Reform (1-1 laptop, special ed, etc.) Use of specific tools / information (data,
assessments, technology) Use of research to help your decision making
(e.g., non-traditional sources, like Pew Center data)
