Texas Association for Bilingual Education
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1 Closing the Academic Gap through One-Way Dual Language Education Dr. Leo Gómez, Professor, UTPA Dr. Iliana Alanis, Assistant Professor, UTSA TABE Executive Board Texas Association for Bilingual Education Presented to: Senate Education Committee - June 23, 08
2 Purpose of Bilingual Education Learn in native language while developing English Learn grade-level content (literacy) Learn knowledge & skills; keep up with English peers Knowledge & Skills in first language (Spanish) transfer to second language (English) Types of Language Proficiency Basic Interpersonal Communication Skills (BICS) (2-3) basic commands, social conversation, communicative fluency not sufficient for academic content learning in school Cognitive Academic Language Proficiency (CALP) (5-7) reading, writing, content-based, sophisticated language developed in at least one language to stay on grade level (Cummins, 1981) 2
3 Common Underlying Proficiency Linguistic and Cognitive Transfer A learner well-schooled in the L1 will transfer knowledge and academic/cognitive skills to the L2 The stronger the L1, the stronger the L2; the weaker the L1, the weaker the L2 (academic and cognitive) 3
4 Highway Systems : L1/L2 Analogy Speed of Academic Learning L1 [ 75mph ] 75mph / Year 7 65mph / Year 6 55mph / Year 5 45mph / Year 4 L2 35mph / Year 3 15mph / Year 1 25mph / Year 2 4
5 Highway Systems : L1/L2 Analogy Speed of Academic Learning L1 [ 45mph ] 45mph / Year 4 35mph / Year 3 L2 25mph / Year 2 15mph / Year 1 5
6 Models of Bilingual Education Additive/Enrichment Dual Language - Two-Way - One-Way Maintenance Bilingual Strong Long-Term Achievement Subtractive/Remedial TBE - Late Exit TBE Early Exit Content-Based ESL ESL Pullout Poor Long-Term Achievement 6
7 Bilingual Illiterates vs. Balanced Bilinguals Limited Bilinguals or Bilingual Illiterates Learners that exhibit low levels of academic proficiency (CALP) in both languages (not at age-appropriate competence) has negative cognitive effects on current/future academic learning Early Exit TBE or ESL models typically produce these students about 2nd-3rd grade Balanced Bilinguals or Biliterates Learner that exhibits high level or age-appropriate competence in both languages has positive cognitive effects on current/future academic learning (cognitively enhanced) DLE models typically produce these students about 4th-5th grade 7
8 Dual Language is for All Students Two-Way Dual Language Students from both language groups learn in two languages (native Spanish and native English speakers) Accommodates dominant English parents wishes for language enrichment opportunities for their children One-Way Dual Language Students from one language group learn in two languages (only native Spanish Speakers) One-Way DL can easily be adopted as the bilingual program serving ELLs (additive BE) 8
9 National Data - Remedial v. Enrichment Models Long-Term Academic Achievement of ELLs N C E Average English Reading Performance ELLs Average Reading Performance native EnglishSpeakers Enrichment Models Two-Way DL One-Way DL Remedial Models Early Exit BE + Content ESL Early-Exit + Trad. ESL Content-Based ESL ESL Pullout No Services (Thomas & Collier, 02) Note: Program Implementation through 5 th Grade only 9
10 Achievement Gaps (TAKS Reading) 3rd 4th 5th 6th 7th 8th 9th 10th 11th For ELLs - 3rd & 4th grade English TAKS results lead to inherently flawed conclusions White Hispanic ELL AEIS Indicator System, TEA (04) ELA Reading TAKS 10
11 Dual Language Research (Thomas & Collier, 1997, 02; Christian, 1996; Lindholm, 1991; Lindholm-Leary, 01); Gómez & Gómez, 1999) The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling (Thomas & Collier, 02) 11
12 Runn Elementary, Donna ISD One-Way Dual Language School-South Texas 3 rd Grade TAAS Spring 00 (Before DLE) Reading: 57% Math: 66% Spring 01 (1 st DL Cohort) Reading: 80% Math: 81% Spring 02 (2nd DL Cohort)** Reading: 84% Math: 86% 3 rd Grade TAKS Spring 03 (3rd DL Cohort) Reading: 87% Math: 86% 4 th Grade TAKS Spring 03 Reading: 84% Math: 82% Writing: 90% 5 th Grade TAKS Spring 04 Reading: 90% Math: 93% *98% LEP Students 12
13 White Settlement ISD 3 rd Grade TAKS Reading Scores (07) N = 14 ELLs and 13 Non-ELLs (Two-Way DLE classroom) ELLs Non-ELLs Percent Comm Note: ELLs: 13 tested in Spanish, 1 in English; 6 commended/1 perfect score Non-ELLs: 6 commended/4 perfect scores 13
14 Two DLE Schools PSJA ISD School District (N = 95) (N = 1623) 94% Met Standard 73% Met Standard 6% Did Not Meet Standard 27% Did Not Meet Standard 5 th Grade English TAKS (05) 91% Met Standard 88% Met Standard (05) (05) 9% Did Not Meet Standard 12% Did Not Meet Standard 5 th Grade English TAKS (06) 5 th Grade Math TAKS (06) 14
15 6 th Grade MS TAKS Data Former ELLs (07) Reading Math Liberty DLE Liberty Austin Alamo LBJ San Juan 15
16 7 th Grade MS TAKS Data Former ELLs (07) Reading Math Writing Liberty DLE Liberty Austin Alamo LBJ San Juan 16
17 8 th Grade MS TAKS Data Former ELLs (07) Reading Math Social Studies Science Liberty DLE Liberty Austin Alamo LBJ San Juan 17
18 MS TAKS Data (03-05) (DL Cohort #1) th 04 7th 05 8th 6 th - 8 th Grade Reading Liberty MS State Hispanic State White 18
19 MS TAKS Data (03-05) (DL Cohort #1) th - 8 th Grade Math Liberty MS State Hispanic State White 19
20 MS TAKS Data (03-05) (DL Cohort #1) th - 8th Grade Commended Performance English Math TAKS Liberty MS State Hispanic State White
21 9 th Grade HS TAKS Data (06) (DL Cohort #1) Reading Math HS-DL HS-State HS-Dist. HS-Non DL 21
22 10 th Grade HS TAKS Data (07) (DL Cohort #1) Reading Math Science History HS-DL HS-State HS-Dist. HS-Non DL 22
23 MS TAKS Data (06) (DL Cohorts #2-3) History Science Writing 8 th Grade: History 8 th Grade: Science 7 th Grade: Writing Liberty-DL Liberty District 23
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