Bilingual Literacy Development

Transcription

1 Bilingual Literacy Development CABE 2015 Adrienne Endres Valeria Praga-Rodríguez

2 Who s in the room?

3 Why is Biliteracy Important? Read the quote and reflect: The roots of the term education imply drawing out children s potential, making them more than they were; however, when children come to school fluent in their primary language, and they leave school essentially monolingual in English, then our schools have negated the meaning of the term education, because they have made children less than they were. Mary Ashworth, as cited in Cummins, 1989

4 Outcomes Learn how elements of the Strategic Use of Two Languages support literacy development in Spanish and English. See how literacy is developed in Spanish and English and how the strategic use of both languages supports the development of a bilingual and bi-literate child.

5 Agenda Biliteracy: Vision, Goals & Research DPS Context Language Allocation Guidelines The Strategic Use of Two Languages The Bridge Metalinguistic Analysis Closing

6 Working Agreements No judgment, blame or shame Presume positive intentions Put ideas on the table Be a respectful listener Technology on task

7 Biliteracy: DPS Vision Spanish is used as a language of instruction, not a support Instructing bilingual students in Spanish is a highly effective and efficient way to deepen students conceptual understandings Students will be biliterate and bilingual, and college and career-ready Spanish and English are used strategically in every subject at every grade level Value the language and culture of our students

8 Biliteracy: Our Goals Elevate the role of Spanish in Literacy instruction Ensure that our Spanish-speaking students are also on track for acquiring English Create college and career-ready bilingual students whose skills are recognized through the district sponsored Seal of Biliteracy

9 Our Core Values Students First Integrity Equity Collaboration Accountability Fun

10 Agree/Disagree Review the statements in the agree/disagree chart. Note whether you agree or disagree with each statement. You MUST choose either agree or disagree. We will return to these statements later

11 Agree/Disagree Statements 1. Students can learn literacy (reading and writing) in two languages simultaneously, without confusion. 2. It s critical for teachers to strategically separate the two languages. 3. It s critical for all students to strictly separate languages. Students who mix languages don t know either language well. 4. Students benefit from explicit instruction in the similarities and differences between their two languages.

12 National Research Supports NativeLanguage Instruction Students in classrooms taught in two languages not only catch up to their English immersion counterparts, they eventually surpass them both academically and linguistically Stanford University, When (students) are enrolled in programs that build on their two-language resources by teaching them to read and write in both languages through their elementary school years, they are more successful in school than bilingual learners who are not given the opportunity to develop biliteracy Escamilla, et al., 2010

13 DPS Research Supports NativeLanguage Instruction Students in ELA-S (Spanish and English instruction) classrooms are more likely to be on-track to developing English proficiency than their peers in ELA-E (English only) DPS Department of Assessment, Research and Evaluation, 2015 Students who receive instruction in Spanish and take state reading and writing tests in Spanish outperform their peers in Spanish and later in English, too. DPS Department of Assessment, Research and Evaluation, 2012

14 Federal Requirements ELA Programming (Appropriate language assistance services that meet Castañeda Remedies.) BASED ON Title VI Civil Rights Act Lau v. Nichols Castañeda v. Pickard, OCR Guidance, 2015 State Requirements ELA Programming Dedicated ELD Academic Language Sheltered Instruction District Requirements ELA Programming Native Language Instruction Dedicated ELD Integrated ELD BASED ON BASED ON Title III, Part A No Child Left Behind Consent Decree, 2012

15 DPS and the Consent Decree TNLI = Transitional Native Language Instruction In elementary schools with 60+ Spanish-speaking students

16 Language Allocation Guidelines All Spanish-speaking students have the option of receiving instruction in Spanish and English All ELs receive English Language Development for 45 minutes daily English and Spanish should be paired, compared, and contrasted

17 Language of Heavy Lifting (LoHL) The LoHL will determine the language students will primarily use to build conceptual knowledge. Spanish English

18 Language Allocation Guidelines LAG will focus on implementation of Literacy instruction Recommendations provided for Science, Social Studies, and Math Strategies such as The Bridge and using Spanish and English strategically can be applied to all subjects

19 Language Allocation Guidelines Spanish English Language Allocation Guidelines

20 The Strategic use of Spanish and English

21 Going Deep in Spanish What Spanish instruction is not: Just an introduction A preview of material to be learned in English Remedial Only for students who can t do it in English A mix of Spanish and English

22 Going Deep in English What English instruction is not: Just for students who are ready Only for students above a certain English level (ACCESS) Only for students above a certain grade level Re-teaching concepts previously covered in Spanish

23 Teaching for Biliteracy Model Language of Heavy Lifting (LoHL)=Spanish Teaching for Biliteracy Model Language of Heavy Lifting (LoHL)=English Spanish Literacy Instruction (3-4 weeks) Build oracy and background knowledge Develop language in all domains (reading, writing, speaking, and listening) Develop content knowledge Aligned CCSS and WiDA Spanish Literacy Instruction (5 days) Build oracy and background knowledge Develop language in all domains Develop content knowledge Aligned to CCSS and WiDA The Bridge and Analysis (1-2 days) Compare and contrast languages Instruction is in English and Spanish with TPR The Bridge and Analysis (1-2 days) Compare and contrast languages Instruction is in English and Spanish with TPR Extension Activities (2-5 days) Apply and extend learning using all four language domains in English Aligned to CCSS and WiDA English Literacy Instruction (3-4 weeks) Build background knowledge and oracy Develop language in all domains Develop content knowledge Aligned to CCSS and WiDA

24 K-3 Language of Heavy Lifting by Units in DPS Lesson Plans

25 Unit title and language of heavy lifting for the unit Unit s ELGs (CCSS) Big ideas taught in Spanish K-3 Conceptual Map Suggested Focus of the Bridge Focus of the Extension in English Academic vocabulary in Spanish

26 K-3 Daily Maps

27 What is The Bridge? The Bridge is the third linguistic space in Teaching for Biliteracy, where students: transfer academic content learned in one language to the other engage in contrastive analysis of the two languages develop metalinguistic awareness

28 Key Elements The Bridge: Students provide key information/terms Total Physical Response (TPR) Active engagement Consistent colors Teacher uses both languages intentionally Aligned to CCSS and unit ELGs

29 Examples of The Bridge

30 The Bridge in Action What did you notice during the Bridge lesson? Video A video of the Bridge: Bridge Video

31 What is Metalinguistic Analysis? The analysis of similarities and differences between Spanish and English, in the areas of: Phonology Morphology Syntax and Grammar Pragmatics

32 Key Elements Metalinguistic Analysis: Inquiry process leads students to analyze language First example comes from Bridge, following examples may not Active engagement Consistent colors Opportunity for targeted practice Teacher uses both languages intentionally Aligned to CCSS Language Standards

33 Metalinguistic Analysis What did you notice during the metalinguistic analysis lesson? A video of Metalinguistic Analysis: MA Video

34 ELA-S Supports ELA-S Network Partners ELA-S Literacy Partners ELA-S Elementary Instructional Coordinators ELA-S Secondary Instructional Coordinator ELA Teacher Effectiveness Coaches ELA-S Elementary and Secondary Online Communities ELA-S Differentiated Roles ELA-S Peer Observers

35 Agree/Disagree 1. ELA-S students can learn literacy (reading and writing) in two languages simultaneously, without confusion.

36 Agree/Disagree 2. It s critical for all ELA-S and ELA-S/E teachers to strategically separate the two languages.

37 Agree/Disagree 3. It s critical for all ELA-S and ELA-S/E students to strictly separate languages. Students who mix languages don t know either language well. Developing bilinguals have linguistic resources between their languages and will access them both as they learn literacy. This is normal, but it s part of our job to respect their languages and build their academic language.

38 Agree/Disagree 4. Students in ELA-S and ELA-S/E classrooms benefit from explicit instruction in the similarities and differences between their two languages..

39 Thank you! Network Partner ELA-S Instructional Coordinator