Download What Research says about Effective Models and Program Features

Kathryn Lindholm-Leary, Ph.D.
Professor, San Jose State University
[email protected]
Bilingual Education World Languages Project
Chicago Public Schools -- January 2008!
 
RESEARCH-BASED MODELS FOR ELLs:
•  Different educational models for ELL students
•  How does the dual language model work?
 
FINDINGS:
•  Research findings for dual language education
•  What models have better results?
•  Is there a “bilingualism advantage” for ELLs?
 
CHARACTERISTICS OF EFFECTIVE PROGRAMS
•  Is more English better?
ELLs
Instructional Design 90:10
GRADES K-1
 
GRADES 2-3
 
10%
20%
Language Arts
Language Arts
Reading
80%
90%
Language Arts/Reading
Language Arts
/Reading
Mathematics
Mathematics
Science
Science
Social Studies
Social Studies
English
Spanish
English
Spanish
 
90:10 Grades 4-6
50%
50%
Language Arts/Reading
Mathematics
Science
Social Studies
English
Spanish
 
50:50 Grades K-6
50%
50%
Language Arts/Reading
Mathematics
Science
Social Studies
English
Spanish
Literacy Instruction
in 90:10 vs. 50:50 Programs
90:10 Programs
  Begin reading in
Spanish language
first and add English
later (3rd grade)
50:50 Programs
  50:50 Successive:Begin
reading in primary language
first and add the second
language later (2nd or 3rd
grade)
  50:50 Simultaneous: Begin
reading in both languages
simultaneously
 
 
Knowledge learned
through one language
paves the way for
knowledge acquisition in
the second language
Students who learn math
in L1 can demonstrate
knowledge in L2 once
they acquire academic
language skills in L2
L2
L1
L1 Knowledge L2
Ecuaci
ón cua
dr
Ecuaci
ón poli ática
Divers
nómica
as pos
ibilidad es…
Primer
o..
Álgebra
Una ecuación cuadrática
es una ecuación
polinómica de segundo
grado, de la forma
ax2 + bx + c = 0.
Álgebra Elemental
 
RESEARCH-BASED MODELS FOR ELLs:
•  Different educational models for ELL students
•  How does the dual language model work?
 
FINDINGS:
•  Research findings for dual language education
•  What models have better results?
•  Is there a “bilingualism advantage” for ELLs?
 
CHARACTERISTICS OF EFFECTIVE PROGRAMS
•  Is more English better?
Question #1: How long does it take ELLs to
become proficient in English?
Question #2: How proficient do ELL students
become in English?
Question #1: How effective are programs designed
for ELLs in comparison to mainstream programs?
Question #2: Which model leads to higher outcomes:
Bilingual or ESL or SEI? Early exit or late exit?
L1 Knowledge L2
Ecuaci
ón cua
dr
Ecuaci
ón poli ática
Divers
nómica
as pos
ibilidad es…
Primer
o..
Álgebra
Una ecuación cuadrática
es una ecuación
polinómica de segundo
grado, de la forma
ax2 + bx + c = 0.
Álgebra Elemental
Question #4: How well do students do
in bilingual or dual language programs?
…me hace sentir muy, muy, muy, muy feliz!
Es genial It is awesome!!! Super awesome!
Maravilloso
Magnífico
Cool
Are there Advantages For Bilingual/Biliterate ELLs?
Are there Disadvantages For Certain Groups of
ELLs - Low income, Special Education?
 
RESEARCH-BASED MODELS FOR ELLs:
•  Different educational models for ELL students
•  How does the dual language model work?
 
FINDINGS:
•  Research findings for dual language education
•  What models have better results?
•  Is there a “bilingualism advantage” for ELLs?
 
CHARACTERISTICS OF EFFECTIVE PROGRAMS
•  Is more English better?
Characteristics of Effective Programs
Curriculum continued
Characteristics of Effective Programs
Instruction
Characteristics of Effective Programs
Other Characteristics
Conclusions