Download What Research says about Effective Models and Program Features
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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
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