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Dear Miriam et al,<br>
<br>
You share important information below Miriam in citing Donna
Christianson, Rebecca Freeman and Virginia Collier and Wayne Thomas.
I'd just build on that to say the following:<br>
<br>
The term "bilingual education" from a policy perspective, over the
years, has been used in everyday practice to signify virtually ANY
SPECIALIZED programs for language minority English Language Learners.
And that has been the rub. In California Prop 227 passed on the bogus
claim that "bilingual education" had failed in California, when in
reality less than 20% of the so-called bilingual education programs in
California actually had any kind of true bilingual (two language)
support or instruction (and most that had some actual bilingual
components often had those in the form of bilingual teaching aides, but
NOT bilingual teachers). <br>
<br>
The general rule of thumb was to call any class that had a designated
LEP language minority student sitting in it a "bilingual" classroom
regardless of whether there was anything bilingual about it besides the
kid him/herself. So the vast majority of so-called "bilingual
programs" prior to Prop 227 were already predominantly ESL or ELD
programs, with no bilingual instruction or support. All Prop 227 did
was to mandate for all children what was already failing most of them,
while the small minority of truly bilingual programs could demonstrate
real success, if the media or the voting public had cared to learn
about them.<br>
<br>
That said, the other "official" designation at the federal level was of
bilingual programs being predominantly Transitional Bilingual programs
where the goal was still, primarily to "transition" kids to English.
The use of the non-English native language was considered primarily as
a strategy for supporting the transition to English, but there was not
an explicit purpose of having the students develop full bilingulalism
in both English and their native language. Rather the thought was they
could transition to English and possibly never use their native
language for academic purposes again. So now the "dual language" term
tends to refer to an explicit purpose of having ALL students in the
program become fully bilingual and to use both languages for both
social and academic purposes. That's a big change from traditional
policies and practices of "bilingual education" (although for true
advocates there was always a purpose of maintaining students' native
language while they learned English, and programs that we might now
refer to as "dual language" were certainly carried out under the
moniker of "bilingual education" by educators who really cared, and
really knew how to develop such programs).<br>
<br>
Anyway, from a common-sense language perspective Miriam, yes, one might
expect "bilingual education" to be the umbrella term, with these others
as either synonyms or specific program names. But from an
historical-political perspective, in the U.S. context, "bilingual
programs" has been a much abused and maligned designation indeed, imho.<br>
<br>
In Peace,<br>
K.<br>
<br>
<br>
<br>
Miriam E Ebsworth wrote:<br>
<blockquote cite="mid9b6a5b9b252f.9b252f9b6a5b@nyu.edu" type="cite">
<pre wrap="">Here's a similar but not quite identical take on the dual language program issue.
As I understand it, the broadest term is bilingual education- used with any reasonable distribution of L1 and L2 leading to bilingualism in the learners.
When programs started in which native L1 and L2 speakers were to learn together, they were originally called two way bilingual programs. BUT for political reasons these programs have more recently been referred to as dual immersion or dual bilingual programs.
Many structures are possible for dual programs- what they have in common is the goal of having native speakers of 2 languages acquire the opposite language while developing academic competence in their own.
There is an extensive literature on the many alternative ways this can be brought about. Donna Christianson's (CAL) work over the years has documented much of this. Rebecca Freeman's text on Oyster School (Multilingual Matters) in an in-depth study of one successful approach to dual language education. In this case both English dominant and Spanish dominant teachers provide models for and instruction in each language, and an environment is created in which there is respect for cultural values and knowledge of all communities.
The success of dual language programs has also been well documented. See the work of Virginia Collier and her associates comparing alternative approaches with English Language Learners. As with all data on programs for ELL's- the data is meaningful ONLY if the programs really do teach 2 languages (labels can be misleading) and if students who are evaluated have actually gone through the programs over time rather than dropping in and/or out. Shelley Rappaport's recent report on ELL programs in New York City provides evidence for this.
I'd be interested in additional thoughts from the group!
Miriam Eisenstein Ebsworth, Ph.D.
<a class="moz-txt-link-rfc2396E" href="mailto:MEE1@nyu.edu"><MEE1@nyu.edu></a>
Director of Doctoral Programs in Multilingual Multicultural Studies
(TESOL and Bilingual Education)
New York University,635 East Building
239 Greene St., New York, NY 10003
----- Original Message -----
From: Kevin Rocap <a class="moz-txt-link-rfc2396E" href="mailto:krocap@csulb.edu"><krocap@csulb.edu></a>
Date: Wednesday, October 6, 2004 12:00 pm
Subject: Re: The nature of dual-language programs
</pre>
<blockquote type="cite">
<pre wrap="">Dear R. A.,
Let me try. ;-)
Properly speaking a "dual language program" should refer to any
program
in which at least two languages are used for instruction across
the
subject matter areas, regardless of the language background of
students
in the school. The goal is for all students to become bilingual,
by
formally learning to speak, listen, read, write and comprehend in
each
language, and by learning academic content through each language
(in an
appropriately structured way).
That said, I believe Carmen (who is Carmen Farina, by the way, not
Carmen Faria as the article states), is referring to a a specific
type
of dual language program, that is, a Two-Way Bilingual Immersion
program.
In a Two-Way Bilingual Immersion program you want several things
to be
in place in the program:
(1) You want roughly equal numbers of English speakers (Majority
language in the U.S. context) and "target language" speakers
(e.g., half
the kids speak English and half speak Spanish or some other
Minority
Language)
(2) You want the program to follow one of the preferred models of
90/10
or 80/20 instruction.
The model involves placing more emphasis in lower grades (K-3) on
the
subordinate or, in this case, non-English "target language". The
rationale for this is that it is the best way for the English
speakers
to develop proficiencies in the target language, while for
language
minority students it provides a strong language foundation in
their
native language for moving on to learn English as they move
through the
grades. Part of the dynamics for why this is preferable has to do
with
the relative dominance or subordination of the languages in the
wider
social, community context. Since English is prevalent in U.S.
society,
intensive Spanish (or some other non-English target language)
instruction provides the preferred language development
opportunities
for both the English speakers and the non-English native speakers
of the
"target language".
So what does it look like? Well, 90/10 means that kids, in say an
English/Spanish Two-Way Bilingual Immersion program would spend
90% of
their time in kindergarten in Spanish language instruction (not
one
language group or another, but ALL of the kids). The 10% time is
likely
spent in English instruction. As the students progress up the
grades
the percentage of time spent in each language becomes more equal,
until
by upper Elementary they are spending 50% of their day in each
language. During that 50% time they are getting Language
Development/Language Arts experience in both languages and they
are also
learning key subject area content in both languages.
Of course, in any given class the language of instruction is the
same
for all students, and students of both native language groups are
generally in the same class together in roughly equal proportions.
In
some programs, there may be an exception for having certain
Language
Development/Acquisition classes by language group, but on the
whole
students are mixed together for most or all of the day. This is
one of
the features of the program as well in that the mixing of students
from
both language groups encourages the students to interact, to
negotiate
meaning and to be language models for each other.
That's a rough description. For some succinct definitions about
program
types you may want to visit this URL:
<a class="moz-txt-link-freetext" href="http://www.duallanguagenm.org/101.html">http://www.duallanguagenm.org/101.html</a>
This URL is from the Dual Language Education of New Mexico website.
In Peace,
K.
R. A. Stegemann wrote:
</pre>
<blockquote type="cite">
<pre wrap="">Hi everyone!
Can anyone provide a glimpse into what has been called a dual
</pre>
</blockquote>
<pre wrap="">language
</pre>
<blockquote type="cite">
<pre wrap="">program in the following article. I simply cannot imagine how it
</pre>
</blockquote>
<pre wrap="">would
</pre>
<blockquote type="cite">
<pre wrap="">work. Are the children taught the same courses in two languages?
</pre>
</blockquote>
<pre wrap="">The
</pre>
<blockquote type="cite">
<pre wrap="">same languages in two courses? Different courses in alternating
languages? What actually transpires in such a setting?
Sincerely,
R. A. Stegemann
On 6 Oct 2004, at 21:17, Harold F. Schiffman wrote:
From the NYTimes, October 6, 2004
Panel Focuses on Programs for Students New to English By ELISSA
GOOTMAN
More than a year after Mayor Michael R. Bloomberg promised to
strengthen
programs for students who do not speak English, advocates
</pre>
</blockquote>
<pre wrap="">for those
</pre>
<blockquote type="cite">
<pre wrap=""> students testified yesterday that their achievement levels
</pre>
</blockquote>
<pre wrap="">are still
</pre>
<blockquote type="cite">
<pre wrap=""> extremely low, that parents are often misinformed about their
children's
options, and that often those options are limited. Speaking
</pre>
</blockquote>
<pre wrap="">at a
</pre>
<blockquote type="cite">
<pre wrap=""> hearing
of the City Council's Education Committee, Carmen Faria, the
city's deputy
chancellor for teaching and learning, testified that the
Department of
Education had started to make headway. She cited
</pre>
</blockquote>
<pre wrap="">improvements in the
</pre>
<blockquote type="cite">
<pre wrap=""> training of educators who work with non-native English speakers
and said
she was starting to hold principals accountable for such
</pre>
</blockquote>
<pre wrap="">students.> Previously, she said, those students were often
considered the
</pre>
<blockquote type="cite">
<pre wrap=""> responsibility of supervisors in district offices.
Ms. Faria testified that in the spring, only 7.5 percent of the
system's
134,670 English language learners, as the students are
</pre>
</blockquote>
<pre wrap="">called, passed
</pre>
<blockquote type="cite">
<pre wrap=""> tests allowing them to leave the special programs. But she
suggested there
could be problems with the test, which recently replaced a
</pre>
</blockquote>
<pre wrap="">far less
</pre>
<blockquote type="cite">
<pre wrap=""> rigorous one. "Many more kids pass other tests at higher
</pre>
</blockquote>
<pre wrap="">levels,"> she told
</pre>
<blockquote type="cite">
<pre wrap=""> reporters. Ms. Faria lauded the appointment of 107 English
</pre>
</blockquote>
<pre wrap="">language> learner instructional specialists and 20
supervisors. Together
</pre>
<blockquote type="cite">
<pre wrap=""> with Maria
Santos, a senior manager in her office who also testified
yesterday, Ms.
Faria said she intended to improve math instruction in other
languages and
promote the use of technology to help students improve their
English and
other academic skills.
Shortly after being appointed to her post seven months ago,
</pre>
</blockquote>
<pre wrap="">Ms. Faria
</pre>
<blockquote type="cite">
<pre wrap=""> cited services for English language learners as one of her
priorities. It
is also a personal issue: growing up with parents who had
</pre>
</blockquote>
<pre wrap="">recently> immigrated from Spain, Ms. Faria started school
speaking no English.
</pre>
<blockquote type="cite">
<pre wrap=""> Councilwoman Eva S. Moskowitz, chairwoman of the committee,
</pre>
</blockquote>
<pre wrap="">said she
</pre>
<blockquote type="cite">
<pre wrap=""> believed that under Mr. Bloomberg and Schools Chancellor
</pre>
</blockquote>
<pre wrap="">Joel I.
</pre>
<blockquote type="cite">
<pre wrap=""> Klein,
the department had lagged in its efforts to improve services for
non-native English speakers.
"In my mind this is an area that requires very fundamental
</pre>
</blockquote>
<pre wrap="">reform,> and I'm
</pre>
<blockquote type="cite">
<pre wrap=""> not sure the administration has offered fundamental reform," Ms.
Moskowitz
said yesterday, saying student achievement among non-native
</pre>
</blockquote>
<pre wrap="">English> speakers represented an "abysmal state of affairs."
"I'm a little
</pre>
<blockquote type="cite">
<pre wrap=""> surprised," she said. "They've been aggressive about a lot
</pre>
</blockquote>
<pre wrap="">of other
</pre>
<blockquote type="cite">
<pre wrap=""> areas."
Many of the problems cited by advocates and council members
predated the
mayor's control over the schools. One new complaint,
</pre>
</blockquote>
<pre wrap="">however, is
</pre>
<blockquote type="cite">
<pre wrap=""> that some
programs have been cut as large city high schools with English
learner
programs have been replaced by small specialized high schools,
most of
which lack the capacity to cater to such students. Ms. Faria
testified
that parents can choose among three types of programs: dual-
</pre>
</blockquote>
<pre wrap="">language> programs, where half of the students in a class
speak only
</pre>
<blockquote type="cite">
<pre wrap=""> English, the
other half speak another language and the goal is for
</pre>
</blockquote>
<pre wrap="">everyone to
</pre>
<blockquote type="cite">
<pre wrap=""> become
bilingual; English as a Second Language, in which students are
generally
immersed in English and may take courses in their native
</pre>
</blockquote>
<pre wrap="">language> after
</pre>
<blockquote type="cite">
<pre wrap=""> school or at other times; and transitional bilingual
</pre>
</blockquote>
<pre wrap="">education, in
</pre>
<blockquote type="cite">
<pre wrap=""> which
the proportion of classes taught in a student's native language
diminishes
over time. But she acknowledged that there are not enough
dual-language
programs, saying more were in the works.
Advocates, however, said that most parents do not fully
</pre>
</blockquote>
<pre wrap="">understand> the
</pre>
<blockquote type="cite">
<pre wrap=""> differences among the three choices and are often simply
</pre>
</blockquote>
<pre wrap="">directed to
</pre>
<blockquote type="cite">
<pre wrap=""> whatever program has room.
"These people use these words like 'parental choice' really
because it
sounds good politically," said Angelo Falcn, senior policy
executive for
the Puerto Rican Legal Defense and Education Fund.
Wayne Ho, executive director of the Coalition for Asian American
Children
and Families, applauded Chancellor Klein's recent decision
</pre>
</blockquote>
<pre wrap="">to set
</pre>
<blockquote type="cite">
<pre wrap=""> up a
special unit for translating school documents. But he said the
office was
poorly staffed. A spokeswoman for the Department of
</pre>
</blockquote>
<pre wrap="">Education said
</pre>
<blockquote type="cite">
<pre wrap=""> the
office had only two employees, but more would be hired.
<a class="moz-txt-link-freetext" href="http://www.nytimes.com/2004/10/06/nyregion/06school.html">http://www.nytimes.com/2004/10/06/nyregion/06school.html</a>
</pre>
</blockquote>
</blockquote>
<pre wrap=""><!---->
</pre>
</blockquote>
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