1. Thursday,
February
20,
2014
3:30
–
5:00
p.m.
INTRODUCTION
TO
DUAL
LANGUAGE
PROGRAMS
Presenter:
Urow,
M.Ed.
Cheryl
Illinois
Resource
Center
curow@cntrmail.org
www.thecenterweb.org/irc

2. Welcome
to
the
Webinar:
Introduc)on
to
Dual
Language
Programs
While
we
are
wai9ng
to
begin,
you
may
use
this
9me
to…
• Make
sure
you
have
logged
in
using
this
format:
– first
and
last
name,
(district/organizaQon)
• Check
speakers
• Find
“raised
hand”
icon
–
explore
opQons
• Chat
feature

3. Webinar:
Introduc)on
to
Dual
Language
Programs
• Overview
of
current
research
in
dual
language
educaQon
• Dual
language
program
non-­‐negoQables
• Review
of
resources
to
support
dual
language
program
planning
and
implementaQon

4. Note
on
Webinar
Evalua9on
&
CPDU
• A
link
to
the
Survey
Monkey
evaluaQon
will
be
shared
at
the
end
of
the
webinar.
• You
will
only
be
able
to
access
the
evaluaQon
once.
Once
you
have
entered
the
survey,
please
complete
it
within
one
session.
It
should
only
take
1-­‐10
minutes.
• Once
you
have
completed
the
evaluaQon,
you
will
be
directed
to
the
CPDU
form
that
you
may
keep
for
your
records
as
proof
of
your
parQcipaQon
in
the
webinar.

5. Agenda
• IntroducQons
• Dual
language:
DefiniQon
and
Research
• Dual
language
non-­‐negoQables
• ConsideraQons
for
developing
a
dual
language
program
• Webinar
closure
and
evaluaQon

6. Pause
to…
• Reflect
• Weigh
in
on
a
Poll
• Respond
to
a
QuesQon:
– Raise
hand
– Agree/Disagree
• Join
in
on
Chat:
– Share
an
Insight
– Pose
a
QuesQon

7. Agenda
• IntroducQons

8. Dual
Language:
Defini9on
and
Research

9. English
Language
Learners
in
US
public
schools…
English
as
a
Second
Language
(TPI)
Bilingual
Educa9on
(TBE)
• Self
contained
–
sheltered
English
classrooms
• Pull-­‐out
or
push-­‐in
• May
use
some
of
the
non-­‐English
language
• Only
for
ELLs
• Explicit
and
planned
use
of
BOTH
the
non-­‐
English
language
and
English

10. English
Language
Learners
in
US
public
schools…
English
as
a
Second
Language
(TPI)
Bilingual
Educa9on
(TBE)
• Self
contained
–
sheltered
English
classrooms
• Pull-­‐out
or
push-­‐in
• May
use
some
of
the
non-­‐English
language
• Only
for
ELLs
• Explicit
and
planned
use
of
BOTH
the
non-­‐
English
language
and
English

11. Bilingual
Educa9on
-­‐
Explicit
and
planned
use
of
BOTH
the
non-­‐English
language
and
English
Green Program Blue Program

12. Bilingual
Educa9on
-­‐
Explicit
and
planned
use
of
BOTH
the
non-­‐English
language
and
English
Green Program Blue Program

13. Bilingual
Educa9on
-­‐
Explicit
and
planned
use
of
BOTH
the
non-­‐English
language
and
English
Green Program Blue Program
The
goal
for
the
students
in
the
program
is
high
levels
of
bilingualism
and
biliteracy

14. Bilingual
Educa9on
-­‐
Explicit
and
planned
use
of
BOTH
the
non-­‐English
language
and
English
Green Program Blue Program
The
goal
of
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
for
the
students
in
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy

15. Green Program
Blue Program
The
goal
of
for
the
students
in
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
for
the
students
in
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy
The
program
provides
at
least
50%
of
daily
instrucQon
in
Spanish
(up
to
90%)
beginning
in
K
and
conQnuing
through
at
least
5th
grade.

16. Green Program
Blue Program
The
goal
of
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
of
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy
The
program
provides
at
least
50%
of
daily
instrucQon
in
Spanish
(up
to
90%)
beginning
in
K
and
conQnuing
through
at
least
5th
grade.
The
program
provides
instrucQon
in
Spanish
for
a
limited
amount
of
Qme,
moving
toward
majority
English
instrucQon.

17. Green Program
Blue Program
The
goal
of
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
of
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy
The
program
provides
at
least
50%
of
daily
instrucQon
in
Spanish
(up
to
90%)
beginning
in
K
and
conQnuing
through
at
least
5th
grade.
The
program
provides
instrucQon
in
Spanish
for
a
limited
amount
of
Qme,
moving
toward
majority
English
instrucQon.
The
program
is
open
to
all
students,
and
includes
students
of
a
wide
range
of
academic
and
linguisQc
abiliQes
in
both
English
and

18. Green Program
Blue Program
The
goal
for
the
students
in
the
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
for
the
students
in
the
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy
The
program
provides
at
least
50%
of
daily
instrucQon
in
Spanish
(up
to
90%)
beginning
in
K
and
conQnuing
through
at
least
5th
grade.
The
program
provides
instrucQon
in
Spanish
for
a
limited
amount
of
Qme,
moving
toward
majority
English
instrucQon.
The
program
is
open
to
all
students,
and
includes
students
of
a
wide
range
of
academic
and
linguisQc
abiliQes
in
both
English
and
Spanish
The
program
is
only
open
to
students
with
a
very
specific
linguisQc
profile

19. Green Program
Blue Program
o lue
The
goal
of
the
program
is
The
goal
bf
the
program
is
high
English
language
e
for
thef
high
lhat
os
a
nam
evels
i f
bilingualism
levels
o
W iliteracy
proficiency
and
English
literacy
and
b
ogrrovides
?
pr am instruc9on
in
The
program
provides
n
The
program
p
instrucQon
in
ee
both
English
and
Spanish
beginning
in
Spanish
for
a
limited
amount
of
Qme,
hte
grinstrucQon
in
English
r
t
me
fomoving
oward
Pre-­‐K
and
conQnuing
ta
na t
least
oll
hrough
till
irs
up
to
at
aleast
fich
only
fich
Whor
w
grade
( a
grade
in
the
future)
?
rogras
o
program
impen
to
all
The
p
The
program
is
only
students,
and
includes
students
of
a
wide
range
of
open
to
students
academic
and
linguisQc
with
a
very
specific
abiliQes
in
both
English
and
linguisQc
profile
Spanish

20. Dual Language
Transitional
Bilingual Ed.
The
goal
for
the
students
in
the
the
program
is
high
levels
of
bilingualism
and
biliteracy
The
goal
for
the
students
in
the
the
program
is
high
levels
of
English
language
proficiency
and
English
literacy
The
program
provides
at
least
50%
of
daily
instrucQon
in
Spanish
(up
to
90%)
beginning
in
K
and
conQnuing
through
at
least
5th
grade.
The
program
provides
instrucQon
in
Spanish
for
a
limited
amount
of
Qme,
moving
toward
majority
English
instrucQon.
The
program
is
open
to
all
students,
and
includes
students
of
a
wide
range
of
academic
and
linguisQc
abiliQes
in
both
English
and
Spanish
The
program
is
only
open
to
students
with
a
very
specific
linguisQc
profile

21. Source:
Howard,
E.R.;
Olague,
N.;
Rogers,
D.
(2003)
The
Dual
Language
Program
Planner:
A
Guide
for
Desiging
and
Implemen9ng
Dual
Language
Programs.
Washington,
DC:
Center
for
Research
on
EducaQon,
Diversity
&
Excellence.

22. Source:
Howard,
E.R.;
Olague,
N.;
Rogers,
D.
(2003)
The
Dual
Language
Program
Planner:
A
Guide
for
Desiging
and
Implemen9ng
Dual
Language
Programs.
Washington,
DC:
Center
for
Research
on
EducaQon,
Diversity
&
Excellence.

23. Dual
Language
Two-­‐Way
Immersion
Developmental
Bilingual
One-­‐Way
Immersion
Late
Exit
Bilingual
Educa9on

24. Dual
Language
Two-­‐Way
Immersion
One-­‐Way
Immersion
• ELLs
from
the
same
• ELLs
from
the
same
non-­‐English
non-­‐English
language
group
language
group
• Heritage
language
speakers
of
the
non-­‐ • Heritage
language
English
language
speakers
of
the
• Non-­‐ELLs
non-­‐English
• Other
ELLs
language

25. Poll
• What
kind
of
dual
language
program
best
describes
your
current
or
planned
program?

26. Dual
Language
Two-­‐Way
Immersion
One-­‐Way
Immersion
• ELLs
from
the
same
• ELLs
from
the
same
non-­‐English
non-­‐English
language
group
language
group
• Non-­‐ELLs
• Heritage
language
• Heritage
language
speakers
of
the
speakers
of
the
non-­‐
English
language
non-­‐English
• Other
ELLs
language

27. Dual
Language:
Defini9on
and
Research

28. Dual
Language
Two-­‐Way
Immersion
Developmental
Bilingual
One-­‐Way
Immersion
Late
Exit
Bilingual
Educa9on

35. One
way
or
two
way?
• First,
tell
me
a
liWle
bit
about
the
ELLs
in
your
district.

36. One
way
or
two
way?
• What
non-­‐English
language(s)
do
the
ELLs
in
your
district
speak?

39. Poll
• What
kind
of
dual
language
program
fits
your
school
or
district?

40. Thomas & Collier, Fuente Press,
Dual Language Education of New Mexico
Educating English Dual Language
Learners for a
Education for a
Transformed
Transformed
World
World

41. Thomas & Collier, Fuente Press,
www.dlenm.org
Mexico
Dual Language Education of New
Educating English Dual Language
Learners for a
Education for a
Transformed
Transformed
World
World

42. Dual
Language
Non-­‐Nego9ables

43. Dual Language Program
Non-negotiables
• A minimum of 50% to a maximum
of 90% of daily instruction in the
non-English language (Spanish,
Japanese, Mandarin Chinese, etc.)
for all students.
• K-5th grade, with K-12 encouraged

46. Poll
• Which
language
alloca9on
plan
best
describes
your
dual
language
program?

47. Dual Language Program
Non-negotiables
• A minimum of 50% to a maximum of
90% of daily instruction in the nonEnglish language (Spanish, Japanese,
Mandarin Chinese, etc.) for all students.
• K-5th grade, with K-12 encouraged
• Strategic separation of languages on the
part of the instructor – no translation

48. What c
ontent 6 7 8
K
Escuela X in 1 2 3 4 5 is t
English
augh
at wENGLISH
20% 20%
hich
grade 40% 40%
30%
level? 50%
50%
50%
80/20
50%
80% 80%
70%
60% 60% 50% 50% 50%
50%
ESPAÑOL

49. What c
ontent
inX Engl 2 3 4 is tau7 8
K 1i
5 6 gh t
Escuela
sh at w
hicENGLISH
grade20%
h
20% l
e30%el? 40%
v 40%
50%
50%
50%
W
80/20 hat c
ontent
i 50 au
in Spa 70% 60% 60% s %t50%
80% 80%
50%
gh t
50% 50%
nish at
which
grade
ESPAÑOL
level?

50. Caslonpublishing.com

51. Dual Language Program
Non-negotiables
• A minimum of 50% to a maximum of
90% of daily instruction in the nonEnglish language (Spanish, Japanese,
Mandarin Chinese, etc.) for all students.
• K-5th grade, with K-12 encouraged
• Strategic separation of languages on the
part of the instructor – no translation

52. Dual
Language
Programma9c
Considera9ons
•
•
•
•
•
•
•
•
One-­‐way
or
two-­‐way
Language
alloca9on
Content
alloca9on
Staffing
and
professional
development
Students
Ini9al
literacy
instruc9on
Materials
Assessment

53. Dual
Language
Instruc9on
from
A
to
Z:
Prac9cal
Guidance
for
Teachers
and
Administrators
-­‐
Hamayan,
Genesee,
Cloud,
2013

54. June
23-­‐27,
2014
Arlington
Heights,
IL
curow@cntrmail.org

55. June
23-­‐17,
2014
Arlington
Heights,
IL
curow@cntrmail.org
www.thecenterweb.org/irc
-­‐
more
informaQon
-­‐
summer
insQtutes

56. La
Cosecha
Conference
• November
19-­‐22,
2014
• Santa
Fe,
NM
• www.dlenm.org
• Dual
language
conference,
including
one-­‐way
and
two-­‐way
programs
from
around
the
United
States

57. Statewide
Conference
for
Teachers
Serving
Linguis9cally
and
Culturally
Diverse
Students
• Dec
9-­‐12,
2014
• www.thecenterweb.org/irc
• Oak
Brook,
IL
• Dual
Language-­‐focused
sessions
each
day
• Special
Dual
Language
evening
plenary
session

58. Thank
you
for
your
parQcipaQon!
Please
complete
the
evaluaQon
hWps://www.surveymonkey.com/s/K29FJG6
• You
will
only
be
able
to
access
the
evaluaQon
once.
Once
you
have
entered
the
survey,
please
complete
it
within
one
session.
It
should
only
take
1-­‐10
minutes.
• Once
you
have
completed
the
evaluaQon,
you
will
be
directed
to
the
CPDU
form
that
you
may
keep
for
your
records
as
proof
of
your
parQcipaQon
in
the
webinar.

59. Thank
you!
Cheryl Urow
curow@cntrmail.org
Illinois Resource Center
http://www.thecenterweb.org/irc/
(224) 366-8555