/ Collier / Ku & Bravo / Benavides & Midobuche / Gouleta / De Jong / Brassell / Walker et al. / Beckett et al. / Celedon / Sanchez & Brisk / Kimberg & Serdukyov / Brown / Wlazlinski / Osterling & Garza /
The Astounding Effectiveness of Dual Language Education for All
Virginia P. Collier and Wayne P. Thomas
George Mason University
Abstract
Our longitudinal research findings from one-way and two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Effect sizes for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs' outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.
Science Instruction for All
Yu-Min Ku and Marco Bravo
University of California, Berkeley and
Eugene E. García
Arizona State University
Abstract
This study examines the impact of an instructional intervention designed and implemented to promote achievement of science and literacy among culturally and linguistically diverse students. A total of 374 third and fourth grade students from four urban schools received a years worth of thematic science instruction. The study focuses on two science units at both grades where science and literacy assessments were administered at the onset and end of the intervention. The results indicate participating students, regardless of language and cultural background, experienced significant growth in their science achievement and understandings of scientific writing as they experienced academically challenging yet culturally relevant literacy and science instruction.
Online Preservice Teacher
Education Programs:
Issues in the Preparation of Bilingual Education and ESL Teachers
Alfredo H. Benavides and Eva Midobuche
Texas Tech University
Abstract
With the explosion of technology in the field of education and the tremendous need for Bilingual Education and English as a Second Language (ESL) teachers, it is tempting for many institutions to attempt to fill this void with fast-track programs aimed at preparing as many teachers as possible. Many people have come to believe that online coursework is viable for many teacher education programs. Many colleges and universities have come to accept online approaches in order to meet the higher demand for teachers. This paper examines the perceptions of subjects preparing to become teachers of English language learners (ELLs). It examines the participants' experiences with online courses in terms of their awareness, appeal, and efficacy. This paper discusses the types of courses that appealed to participants and that were taken online. Furthermore, the subjects compare online and traditional instruction for preparing teachers of ELLs. Also, a detailed examination of some of the demographics that have fueled the movement to accelerate online technology is examined establishing a need for a clear policy for the use of online technology in the delivery of instruction for preservice teachers of ELLs.
Hispanic Kindergarten
Students: The Relationship Between Educational, Social, and Cultural Factors
and
Reading Readiness in English
Eirini Gouleta
Arlington Public Schools
Abstract
This study examined the relationship between educational, social, and cultural factors and reading readiness in English in Hispanic kindergarten students, and in particular the relationship between their reading readiness scores and (1) parents' level of education, (2) gender, (3) program of kindergarten instruction, (4) country of origin, (5)years in the U.S., (6) parents' occupation, (7) family configuration, and (8) preschool experience. Demographic data were collected from a sample of 332 students in Northern Virginia along with the students' reading readiness Fall and Spring scores on the Phonological Awareness Literacy Screening for Kindergarten (PALS-K). Significant group differences in reading readiness scores were found with regard to the father's level of education, length of residence in the U.S., and preschool experience. The results did not indicate significant group differences with regard to the other independent variables.
L2 Proficiency Development in a Two-way and a Developmental Bilingual Program
Ester de Jong
University of Florida
Abstract
This longitudinal, quantitative study examined the English oral and literacy development of U.S.-born English language learners (ELLs) who had attended a two-way immersion (TWI) or developmental bilingual (DBE) program since Kindergarten, as measured by a five-point rating scale and the Language Assessment Scale Reading/Writing. Descriptive statistical analysis showed native-like academic oral proficiency developed within two (comprehension) to four (production) years. Basic literacy skills reached fluency by the end of third grade, though 30% of the students were still limited in writing. T-tests indicated significant differences between TWI students and DBE students' literacy skills. The findings of the study point to the importance of considering plateau effects in second language production skills.
A Comprehensive Emergent Literacy Program for Inner-City Latino Preschoolers: Perspectives and Practices
Danny Brassell
California State University - Dominguez Hills
Abstract
The present study looked at 84 preschoolers at a daycare center serving predominantly low-socioeconomic status (SES), Latinos in downtown Los Angeles. The primary purposes of the present study were to examine effects of different emergent literacy interventions on this rapidly growing student population. Results indicated that students significantly improved on Clay's Concepts About Print test from pretest to posttest. Evaluations conducted in Spanish in the present study provide insight into how second language learners can improve their early conceptualizations of reading with increased access to reading materials in their primary language. Improvements on specific conceptualizations are also discussed.
"Not In My Classroom": Teacher Attitudes Towards English Language Learners in the Mainstream Classroom
Anne Walker, Ph. D., Jill Shafer, Ph.D., & Michelle Iiams, Ph.D.
University of North Dakota
Abstract
This paper presents the findings of a triangulation mixed method study aimed at assessing prevailing ideological beliefs and attitudes mainstream teachers have regarding English language learners (ELLs) and the educational programs that serve them. Survey data was collected from 422 K-12 teachers and interview data from six ELL teachers. The research explored three topics: (1) the extent and nature of mainstream teacher attitudes towards ELLs, (2) the factors that contribute to teacher attitude development, and (3) how teacher attitudes towards ELLs vary by community demographics, in particular low-incidence schools, rapid-influx schools, and schools serving migrant students. The paper concludes with a theory of teacher attitude development towards ELLs with implications for improving teacher attitudes through professional development programs.
Content-Based ESL Writing Curriculum: A Language Socialization Model
Gulbahar H. Beckett and Virginia Gonzalez
University of Cincinnati
Heather Schwartz
DePaul University
Abstract
In this paper, we propose a content-based, advanced level adjunct English as a Second Language (ESL) instructional approach for writing from a language socialization theoretical framework using basic principles of systemic functional linguistics (Halliday, 1994) and sociocultural theory of learning (Vygotsky, 1986). We emphasize an ESL curriculum that stimulates ESL students to learn domain specific knowledge, to develop cognitive and meta-cognitive learning and thinking processes, and to learn rhetorically and lexico-pragmatically appropriate writing (Raimes, 1983). We provide a complete review of the theoretical principles derived from research based on integrative curriculum for second language (L2) students. We explain how an adjunct course model (Adamson, 1993; Mohan, 1986) can be used to design the specifics of the course.
Rethinking Policies and Procedures for Placing English Language Learners in Mathematics
Sylvia Celedón-Pattichis
University of New Mexico
Abstract
The purpose of this qualitative study is twofold: 1) to investigate the successes and challenges educators and parents encountered when placing English Language Learners (ELLs) in middle school mathematics and 2) to analyze policies and procedures implemented by a school. The participants of this study included two Greek Cypriot students, their parents, an administrator, and the students' mathematics teachers. One school in the Southwest was the site for this study. Findings indicate the following regarding the placement of ELLs in mathematics: 1) contradictions between school district policies and procedures followed by the school, 2) the use of a translator whenever testing is involved, and 3) a difference of one to two years in initial and final placements.
Teachers' Assessment Practices and Understandings in a Bilingual Program
María Teresa Sánchez and María Estela Brisk
Boston College
Abstract
This article examines the complexities surrounding the implementation of assessment policies and practices in a Portuguese-English bilingual program from the teachers' perspective. The findings suggest differences in assessment practices and understandings of assessment requirements between bilingual teachers and program specialists. Two factors that seem to contribute to the bilingual program teachers' practices are discussed. First, the school lacks a comprehensible approach to assess bilingual students and professional development for teachers. Second, teachers' personal factors such as English proficiency, preparation, and acculturation explain differences in their personal practices and understandings. These results are problematic because of the consequences it holds for bilingual students and the current political backlash against bilingual education.
A Balanced Relationship of Languages in a Bilingual Society
Margot Kimberg and Peter Serdyukov
National University
Abstract
Given the United States' increasingly multilingual population, it is important to understand clearly the nature of bilingualism. This paper outlines a symmetrical, integrative model of bilingualism that predicts that the bilingual's two languages influence each other. The paper begins with a theoretical rationale for such a model and continues with research evidence supporting the influence of the bilingual's first language (L1) on his or her second language (L2) and vice versa. The factors promoting L1 perseverance in the L2 environment are also closely considered. The model itself is then detailed. Following this, practical recommendations based on this model are offered. Finally, implications of this model for the bilingual are presented.
Reducing the Over-Referral
of Culturally and Linguistically Diverse Students (CLD) for Language Disabilities
Clara Lee Brown
The University of Tennessee, Knoxville
Abstract
This position paper presents a conceptual framework for preventing the inappropriate referral of culturally and linguistically diverse (CLD) students for language disability related services. The article examines the causes and impact of over-referral of CLD students for language disabilities from sociopolitical, socio-cultural, sociolinguistic, and socioeconomic perspectives. It argues that general education teachers' misconceptions about CLD students comprise an enormous challenge. Lacking knowledge and perspective in dealing with CLD students, these educators often mistake second language acquisition-associated phenomena (SLAAP) for language disabilities, thus initiating a referral process that leads to erroneous placement. The article advocates incorporating dynamic and classroom-based assessment strategies to reduce the over-referral of CLD students. It also offers specific suggestions regarding what should be done at the classroom, school, and state levels. Finally, it emphasizes the urgent need to train general education teachers so that they understand the challenges inherent to CLD students, learn how to accommodate these students appropriately, and, as a result, help them succeed academically.
Mi Escuela es Su Escuela: Teachers and Parents as Invested and Equal Partners for the Education of Language-Minority Students
Mae Lombos Wlazlinski
Berry College
Abstract
The changing demographics in schools mandate that teachers acquire new skills to successfully negotiate with parents who have different cultural assumptions and expectations from schools and teachers. This paper describes a literacy project that evolved from a course requirement in an add-on English as a Second Language (ESL) endorsement program. It delineates the process through which this project, which revolved around bookmaking of personal narratives, forged a home-school partnership within the context of transformative education. It shows how a teacher education program transformed negative attitudes and stereotypes towards "strangers or foreigners" into good will towards neighbors through a successful and rewarding literacy partnership project.
Strengthening Latino
Parental Involvement - Forming Community-Based Organizations/School Partnership
Jorge P. Osterling, Ph.
D.
George Mason University, Fairfax, VA
Armandina Garza
National Council of La Raza, Washington, DC
Abstract
Latino community-based organizations (CBOs) represent a natural, yet largely untapped, source of leadership and opportunities to encourage and strengthen Latino parental involvement in American schools. The authors challenge the assumption that Latino parents' lower levels of formal parental involvement indicate a lack of interest in their children's education and argue that traditional methods of involving parents in their children's education are not always effective. Their preliminary findings indicate that parental policy changes and practices are needed to promote genuine collaboration between Latino parents and the schools that their children attend rather than imposing agendas for an "appropriate" one-size-fits-all involvement.