Achieving Equity and Academic Excellence through Dual Language Enrichment for All. Dual Language Training Institute

Transcription

1 Achieving Equity and Academic Excellence through Dual Language Enrichment for All Dr. Leo Gómez Dr. José Agustín Ruiz- Escalante Dual Language Training Institute NABE 2015 Achieving Global Competence: Biliteracy for All March 4-7, #gomezand gomez gomezandgomezdle

2 Agenda Dual Language Enrichment (DLE) Enhances Cognition DLE is Enrichment Learning (DLE is GT practices!) Two-Way & One-Way DLE Gómez & Gómez DLE Model PK-1st Grade DLE Program Benchmarks DLE Functional Classroom Environment Labels, Student Generated Alphabets, Interactive Word Walls Language of the Day Bilingual Pairs Question and Answer

3 DLE Enhances Cognition DLE instruction is clearly supported in Brain Research: Balanced Bilinguals or Biliterates = Enhanced Cognitive Gains (brain plasticity) in: Concept Formation; Multi-tasking Classification Skills Analogical Reasoning Visual & Spatial Skills Recall skills Creativity Focus (executive function) Ellen Bialystok (2010)

4 Dual Language Leading Educational Reform for All Students Dual Language is an enriched education (GT): Academic learning in two languages (Biliteracy) Academic Rigor; High expectations Cognitive Advantages to Biliteracy Engaged Learning; No Ability Grouping Project-based & Inquiry-Based Learning No Intervention, but Acceleration! Long-Term Achievement; College Ready! Dual Language Enrichment IS Best Practice for All Students!!

5 DLE is for All Students Two- Way DLE Students from two language groups learn in two languages (native Spanish and native English speakers) Opportunity for Native English Speakers One- Way DLE Students from one language group learn in two languages (only native Spanish or native English speakers) One- Way DLE can easily be adopted as THE bilingual program serving Dual Language Learners (DLLs)

6 One- Way & Two- Way DLE Programs One- Way DLE does NOT require both English & Spanish speakers in classroom There is NO transition (5th grade biliteracy goal) There is NO ESL block (students learn L2 through content) There is NO Exiting (5th grade biliteracy goal) THERE IS STRONGER LONG- TERM ACHIEVEMENT

7

8 Dual Language Enrichment and Texas GT Services Gómez & Gómez DLE Texas GT Services Heterogeneous instructional grouping using bilingual pairs & bilingual groups mixed by language and content ability; DLE Lesson cycle Instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently Project-based and Inquiry-based learning through Bilingual Research Centers Academic Rigor; Challenging Interactive and Authentic (CIA); Teach to top 25%; Writing across the curriculum; 2-Year Benchmarks Independent investigations employed in four (4) foundation curricular areas A continuum of learning experiences that leads to the development of advanced-level products and performances Challenging Activities in Bilingual Pairs; Accountable Talk (content) Opportunities to accelerate in areas of strength

9 Number of Words a Child Hears 50,000,000 45,000,000 40,000,000 35,000,000 30,000,000 25,000,000 20,000,000 15,000,000 10,000,000 5,000,000 0 Hour 1 year period 4-Year period Welfare family Working class family Professional family Hart & Risley (2003)

10 End of PK DLE Benchmarks By end of 1st year in DLE, 100% of DLE participants will: ü Be able to read a complete sentence in their native language (L1) ü be able to write (create) one complete sentence in their native language (L1)

11 Guess my age? Administrator Tip: Don t wait until 3rd grade to determine if there is a problem in your DLE classes. You will know by the end of the 1st year (PK or K) if your DLE program is on track to success.

12 Two-Year PK-K or K-1st DLE Benchmarks By end of 2nd year in DLE, 100% of DLE participants will: ü be reading on grade level in their native language (L1) Journal Writing & Student Work in Spanish and English! ü be able to write 1 Full Page in their native language (L1) and Half- Page in their second language (L2)

13 Writing Across the Curriculum!! Journals: Math; Science; Social Studies; LOD; Dialogue; Diaries, etc.

14 Elements of Gómez & Gómez Dual Language Enrichment Classroom **Classroom Labels**

15 Student Generated Alphabets! Gómez and Gómez Instructional Components are Research-Based! A strong research foundation is the bedrock for G&G DLE model Second Language Acquisition and 28 Best Practices of instructional strategies

16 Elements of Gómez & Gómez Dual Language Enrichment Classroom **Student Generated Alphabet** Kindergarten Level (One Each Semester) 2nd Grade Level

17 Elements of Gómez & Gómez DLE Classroom **Interactive Word Walls** q Robust Word Walls Support Instruction (R / W) q Words come from all activities with students (capture words students share) q High Frequency words PLUS grade level vocabulary q Do not repeat words in both languages on WWs q Words can come from all areas and activities in either language q Add 3 words per day to each WW (90 words by end of the 1st 6 weeks) q Continue to add words and bank learned words to make space for new words: ring & hang or place in jar by WW (WWs stay full all year!) q Create Interactive WWs (words are removable) q q q q q Review Vocabulary from all Word Walls in LOD Content Bulletin Boards: (for Math, Science & Social Studies) Current Week s Content Vocabulary List (not ABC order) Highlight Student Work (especially writing) Keep vocabulary words separate from WWs except for few exceptions

18 Language of the Day (LOD) Language of the Day [MWF: Spanish / TTH: English] Develops extensive vocabulary in both languages, particularly in the L2 Validates both languages across the campus All School Staff Use the LOD Across Campus: To the extent possible, all school staff & participating DLE students should follow the LOD (Specials: library, music, labs, PE, computer) Establish the LOD Helper of the Week! Five Vocabulary Development Activities in the LOD: 1. Routines in LOD (greetings, calendar, daily news, pledge, clean- up, line- up, hallway, lunch) 2. Journal Writing in LOD 3. Read- Alouds in LOD (when conducted outside of LA) 4. D. E. A. R. Time in LOD 5. Read the Room in LOD: (Classroom Labels, Student Generated Alphabets, Word Walls)

19 Use of Bilingual Pairs for Instruction Bilingual Pair #1 High Medium Medium Low [ Bilingual Pair #1 is "Paired Up" with Bilingual Pair #2 ] No More Worksheets! Bilingual Pair #2 Teacher Does Not Answer Questions During Bilingual Pairs Learning