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Dual Language Immersion One-Way

ELL Presentation: Rachel Choi, Krixia Funa, Tiffany Stanley, Delta Williams

Krixia Funa

on 17 October 2012

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Transcript of Dual Language Immersion One-Way

Rachel Choi, Krixia Funa, Tiffany Stanley, Delta Williams Dual Language Immersion One-Way History of Dual Language First cropped up in the 1960s to aid Spanish speaking students in Florida and French speaking students in Maine Definition "We define one-way programs as demographic contexts where only one language group is being schooled through their two languages" (Collier & Thomas 2004). Compare and Contrast ELL Presentation By 1980, Dual Language Magnet Schools were established in many areas Helped desegregate schools by attracting white students to minority schools In 1990s, many criticized Dual Language programs for their lack of effectiveness in teaching Englisdh to immigrants and banned transitional bilingual education programs in California, Massachusetts, and Arizona -One-Way Dual Language supports "one language" group of students to become bilingual, bicultural, and biliterate
-For example, students whose primary language is Spanishwould learn in English and Spanish. -As opposed to Two-Way Dual Language which supports "two language" groups of students to become bilingual, bicultural, and biliterate.
-For example, equal number of Spanish-speaking and English-speaking students would learn in both languages. DISTINGUISHING CHARACTERISTICS OF ONE-WAY IMMERSION PROGRAMS
-Example: English-Dominant child that is Bilingual (Spanish is L2, English is L1)
-Foreign language immersion programs are sometimes referred to as partial vs full/total immersion (early, mid, or late)
-Student population consists of majority language speakers with limited to no proficiency in the immersion language (English speakers in US schools)
-Exposure to the immersion language takes place primariliy in the classroom and school
-The immersion language may target a more commonly taught language (Spanish or French), a less commonly taught language (Korean or Mandarin), or and indegenous/heritage language (Ojibwe or Yup'ik) -One-Way DLI targets native speaking Spanish (or other non-english speaker) students
-Gives opportunities to continue learning in their native languagewhile acquiring English.
-50% of instruction is given in English and other 50% is delivered in another non-english language
-Immersion teachers do know how to speak the non-English home language so they can use it to clarify information. This is vital in keeping these students from falling behind. -We define one-way programs as demographic contexts where only one language group is being schooled through their two languages. For example, along the U.S.-Mexican border, many school districts enroll students mainly of Hispanic-American heritage.
-Two-way programs have the demographics to invite native-English-speaking students to join their bilingual and ELL peers in an integrated bilingual classroom. -Some students in one-way are proficient in English, having lost their native language, and others are proficient in Spanish and just beginning to learn English
-Two-way programs include all students who wish to enroll, INCLUDING those who have lost their native language and speak only English. -One-way programs can sometimes have negative connotations, as it is sometimes viewed as "segregated transitional bilingual classes."
-Two-way bilingual classes can resolve some of the persistent sociocultural concerns that have resulted from segregated transitional bilingual classes, such as a context where students from each language group learn to respect their fellow students as valued partners in the learning process. Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program.

BUT, their basic principles are the same--
-a minimum of six years of bilingual instruction (with 8 years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes)
-separation of the two languages of instruction
-focus on the core academic curriculum rather than a watered-down version
-high cognitive demand of grade-level lessons
-collaborative learning in engaging and challenging academic content across the curriculum. RESEARCH?
A 2004 longitudinal study over 18 years by Virginia P. Collier and Wayne P. Thomas from George Mason University researched the effectiveness of one-way and two-way dual language programs in closing the language gap in young children by 5th grade. -This study emphasizes that dual language programs are the curricular mainstream taught through two languages, not just a "watered down" instruction in a "special" curriculum focused on one small step at a time.
-This study researched both full and partial immersion, (90:10, 50:50), in one-way and two-way programs. -At the end of the study, it was found that both one-way and two-way bilingual programs lead to grade-level and above-grade-level achievement in second language, the only programs that fully close the gap.
-In this study, it was found that the percent of gap closed by Grade 5 for one-way programs ranged from 70%-100% in both full and partial immersion classes.

-The effectiveness of dual language education extends beyond student outcomes, influencing experience to parents and administrators.
-Administrators of dual language schools talk about the enormous work and patience, not to mention the amount of planning time needed and the complications of what they are doing. BUT, they add that they are fully committed to making dual language work , and that they love what they're doing.
-Parents, as a result, feel more welcomed and valued, so they tend to participate much more actively in the school. IN CONCLUSION,
it is clear that dual language education, whether one-way or two-way are extremely effective. This study alone shows the promise of these programs. "It is an inclusive model for all students, and all student groups benefit from participating." Any Questions?
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