Dual Language Education of New Mexico

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1 Ruth Kriteman Dual Language Education of New Mexico Mission: To develop, support, and advocate for highquality dual language enriched education in New Mexico.

2 Dual Language Program Goals Align with Common Core Standards Elementary Level All students will.. Be at or above grade level Become bilingual & bi literate by Developing high levels of academic proficiency in their first language Developing high levels of academic proficiency in a second language Demonstrate positive cross cultural attitudes and behaviors Secondary Level All students will Attain high academic abilities in both target languages Become fully bilingual and biliterate Develop multicultural competence Exemplify student leadership qualities Prepare students for global careers and global citizenship Taken from a DLeNM presentation Taken from an Ysleta ISD presentation

3 Dual Language Programs... Use two languages in two ways Two languages are used for instruction Two groups of students are typically involved Native English speakers Native speakers of Spanish or other target languages 3

4 What does the research say? Dual language programs are the only programs that assist students to fully reach the 50 th percentile in both their first and second languages in all subjects and to maintain that level or higher through the end of schooling. A National Study of School Effectiveness for Language Minority Students Long Term Academic Achievement Final Report (Thomas & Collier, 2002) 4

5 What the Research Says Collier/Thomas 1997

6 Why are dual language programs so successful? At any given point in the instructional day some students are learning in their first language So they can mediate meaning of instructional language for the second language learners They can model academic language as the students engage in interactive, inquiry based activities

7 Why are dual language programs so successful? and some are learning in their second language So they can acquire the new language as they participate in interesting, engaging learning activities They can practice the new language and negotiate meaning and receive critical feedback from supportive peers They can maximize language transfer from their first to their second language

8 Dual Language Teachers Consider: Common Core Standards Rigorous and coherent content knowledge development and application Language proficiency standards to function alongside content standards Management strategies creating a positive, respectful community of learners who work together Affective Environment allows for the expression of culturally influenced thoughts Integrated units front loaded concepts and language followed by structured interaction and practice

9 In Dual Language Classrooms: The walls are used to teach o graphic organizers help to connect concepts and language

10 o Sentence frames, chants, charts model academic language

11 oteacher made materials front load concepts and language

12 Plan frequent opportunities for the students to revisit and interact with materials on the walls

13 Integrated units Intentional process of moving from whole group instruction and modeling to small group practice with peers while teacher provides small group, focused instruction to individual tasks designed for accountability to demonstrate progress toward the standard

14 An example A 3 rd grade dual language classroom 50/50 model School: Carroll Elementary School, Bernalillo, NM Teacher: Rhonda López Students: A mixed class: 2/3 native Spanish speakers, 1/3 native English speakers Language of Instruction: English Topic and Strategy: A Water Technologies Pictorial Input Chart