Analysis of learning and teaching in bilingual education: The ALTBE Project

Transcription

1 Analysis of learning and teaching in bilingual education: The ALTBE Project Dr. M. Dolores Ramirez Universidad Autónoma de Madrid Dr. Linda Gerena City University of New York CLIL ReNSymposium

2 Contents Fulbright Background Research Agenda ALTBE Overview Methodology Data Collection Current Standing of the Project Initial findings from on-going-research project Conclusion and Follow up Final thoughts

3 Fulbright background Prior Experience A professional career in support of Bilingualism and Bilingual Education in US Bilingual Teacher Teacher Educator Researcher Fulbright Research Agenda: Bilingualism in Spain Mission that supports bilingualism Institutional support for bilingualism Universidad Autónoma de Madrid support

4 Development of Research Agenda Fulbright Senior Scholar grant awarded to Dr. Gerena, and sponsored by the Spanish and US Fulbright Commissions to study bilingual education frameworks and program development in bilingual schools in Madrid, Spain. Collaboration with Dr. Ramirez-Verdugo from UAM- Faculty of Teacher Training and Education to observe and analyze bilingual teaching programs and instructional practices. Onset of the ALTBE project: Analysis of learning and teaching in bilingual education (Gerena & Ramirez- Verdugo, 2012).

5 Research Focus

6 ALTBE overview This paper presents an overview of the data was gathered over the course of the project and a description of the tools that were specifically developed for this study: 1. Teacher, Language Assistant, and Student Surveys 2. Classroom Observation Protocol 3. Oral Interviews 4. Written Reflection Question Protocols

7 Objectives Explore the attitudes of teachers, language assistants and students towards bilingualism and bilingual program development. Identify effective classroom practices and strategies for effective teaching. Bilingual classes across grade levels were observed during field site visitations. Interviews with teachers, language assistants and students provided first person narratives concerning bilingualism and bilingual education.

8 Research methodology Surveys Teachers & Language Assistants Perceptions Gains: language, content, skills Successes What is working well Role of Assistants in the bilingual classroom Effective practices Interviews Students, Teachers, Assistants What support do teachers and assistants need? What is effective in bilingual programs?

9 Research methodology Classroom Observations Protocol development Primary and secondary classroom observations Analysis of results Framework of effective practices

10 Data Collection: Spring 2012 Electronic surveys q q 53 Language Assistants (LA) 60 Primary and secondary bilingual teachers 30 classroom observations 15 Teacher and LA interviews 81 Student surveys and question reflections

11 Research Tools The questionnaires were constructed to capture the perceptions and beliefs of the teachers, language assistants and students. The observation protocol was developed to capture effective pedagogy and to create a sense of the teaching and learning environment in bilingual settings. The interviews were constructed to capture perceptions and opinions on a one to one level and to create an overall narrative of bilingual program implementation. The students written reflections were an attempt to gauge student perceptions and attitudes.

12 Field observations: Aims and Procedure The second aspect of the study was to observe teachers and language assistants in both established and newer bilingual settings. Field notes were taken during more that thirty classroom visits. An observational protocol was also devised and field-tested. The protocol divided the observation into three sections: INTO: Lesson planning and anticipatory set

13 Observation Protocol: Data Analysis (1) Analysis of raw data Initial results annotated into a framework to organize and systematize observation findings This framework was divided into five sections: 1. Lesson Introduction Investigate whether Lessons immediately engage students and build on background knowledge and prior learning 2. Teaching Strategies, Methods & Techniques Investigate whether Teaching is student centered Using comprehensible input for clarity

14 Observation Protocol: Data Analysis (2) 3. Critical Thinking, Higher Order Thinking & Cognitive Development Lessons build on and develop higher order thinking sills Students engage in activities that build critical thinking; Questioning is used to expand higher order thinking beyond literal textual references 4. Effective Use of English Language Assistants Language Assistants are integrated into the lesson and act as a resource to teacher and students 5. Assessment Assessment is ongoing throughout the lesson and is used to guide student learning Lesson includes formative assessment of student comprehension and

15 Initial findings from on-going-research project Questionnaires Perceptions and beliefs of the teachers, language assistants, and Interviews students. Capture perceptions and opinions on a one to one level and create an overall narrative of bilingual program implementation Observation protocol Identify effective pedagogy CLIL practice Create a sense of the teaching and learning environment in bilingual settings. Students written reflections Gauge student perceptions and attitude (Cf. Gerena & Ramírez-Verdugo, 2013 submitted) (Cf. Ramírez-Verdugo & Gerena, 2013 submitted)

16 Conclusions and Follow Up Major goals: Analyze data in order to extract key findings, and develop implications for future program development of bilingual programs Construct a concept map that outlines effective practices in bilingual programs Systematically collect and codify the perceptions of teachers, students, and language assistants with regards to bilingual education. Identify the areas that can be modified or transformed in order to expand and advance bilingual education Identify effective teacher practices, professional development modules, and language assistant roles and

17 How does this help to bilingual education and CLIL implementation? In Spain Identify program typology that can increase English usage in content learning context Increase effective collaboration with language assistants Monitor and track teacher, assistant, and student perceptions Identify student outcomes for future planning In USA Serve as a model for encouraging an appreciation of bilingualism Demonstrate the benefits of bilingual schooling Showcase Comunidad de Madrid as a leader in developing and promoting bilingual education Encourage more educators to re-consider negative attitudes towards bilingual education

18 Final Thoughts Application to other bilingual contexts and experiences

19 Thank you for your attention and interest. Queries and Questions: M. Dolores Ramirez-Verdugo