[Edling] Edling Digest, Vol 10, Issue 37

Wed Apr 27 11:11:32 UTC 2016

re bilingual education
In the study of the effectiveness of teaching Navajo children to read in
their own language, it was found that it took 10-12 years to see results
clearly. Other studies agree that results are not immediately obvious
(remember the Montreal studies),
Bernard

On Wed, Apr 27, 2016 at 11:13 AM, <edling-request at bunner.geol.lu.se> wrote:

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> Today's Topics:
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>    1. Re: efficacy of transitional Bilingual ed at the 30 month
>       mark. (Wright, Wayne E)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Wed, 27 Apr 2016 00:06:05 +0000
> From: "Wright, Wayne E" <wewright at purdue.edu>
> To: The Educational Linguistics List <edling at bunner.geol.lu.se>
> Subject: Re: [Edling] efficacy of transitional Bilingual ed at the 30
>         month mark.
> Message-ID: <D34578F2.1AFD0%wewright at purdue.edu>
> Content-Type: text/plain; charset="utf-8"
>
> Hi Lorrie,
>
> That is a frustrating situation!
>
> I would recommend the recent work of Illna Umansky, Rachel Valentino, and
> Sean Reardon, where they analyzed 12 years of data from a CA district
> withSEI, transitional, maintenance, and DL programs. Their findings are a
> bit mixed, but an important issue as it relates to your issue is their
> finding that if you look at the short term you can draw the wrong
> conclusions about the effectiveness of the bilingual education models. They
> also make a nice argument overall for bilingual program models, especially
> given the additional benefits (e.g., bilngualism, biliteracy) that can
> result without any long-term impact on their English proficiency and
> academic performance.
>
> A highly accessible version of their research appears in a recent issue of
> Educational Leadership that was theme-focused on helping ELLs Excel.
> Here?s the full reference.
>
>
> Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among
> Latino English learner students in bilingual, dual immersion, and English
> immersion classrooms. American Educational Research Journal, 51(5),
> 879-912. doi:10.3102/0002831214545110
>
> Hope this helps!
>
> -Wayne
>
> --
> Wayne E. Wright, PhD
> Professor and Barbara I. Cook Chair of Literacy and Language
> Purdue University
> College of Education
> Department of Curriculum & Instruction
> Beering Hall of Liberal Arts and Education, Room 4108
> 100 N. University St.
> West Lafayette, IN 47909
> http://www.edci.purdue.edu/faculty_profiles/wright/index.html
> Editor, Journal of Southeast Asian American Education and Advancement (
> www.jsaaea.org<http://www.jsaaea.org>)
> Co-Editor, Journal of Language, Identity, and Education (
> www.tandfonline.com/loi/hlie20<http://www.tandfonline.com/loi/hlie20>)
>
> From: <edling-bounces at bunner.geol.lu.se<mailto:
> edling-bounces at bunner.geol.lu.se>> on behalf of "Verplaetse, Loretta S." <
> verplaetsel1 at southernct.edu<mailto:verplaetsel1 at southernct.edu>>
> Reply-To: The Educational Linguistics List <edling at bunner.geol.lu.se
> <mailto:edling at bunner.geol.lu.se>>
> Date: Tuesday, April 26, 2016 at 3:14 PM
> To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:
> edling at bunner.geol.lu.se>>
> Subject: [Edling] efficacy of transitional Bilingual ed at the 30 month
> mark.
>
> Dear edling colleagues:
>
> I am in need of some help thinking about a condition I am facing in our
> state. CT still has a legislative mandate for bilingual ed programming. But
> since 1999 the state has limited the student?s time in such programs to 30
> months.  Consequently, our bilingual ed programs have been forced into
> transitional programs, as opposed to maintenance programs.  While the
> program design may vary from district to district, a number of them claim
> to follow this practice: Year 1: 90% L1/10% L2; Year 2: 50%/50%; and Year
> 3: 10% L1/90% L2--English.
>
> A number of the larger districts have just reported that after 3 years in
> bil ed, their EL students are performing more poorly on their standardized
> language assessment (LAS Links), then are those ELs who declined bilingual
> ed, and received only limited pullout ESL while integrated in mainstream
> classroom for the same 3 years.
>
>  I am familiar with studies that show this patterning (favoring immersion
> with ESL support) after only 10 months of schooling.  And I understand why
> this occurs, given that the positive results of bilingual ed are often
> deferred until later.  Numbers of studies indicate that the positive
> results of bilingual education are often not fully evident as measured by
> English academic tests until 4-5 years after students begin bilingual ed.
>
> But to see consistent patterning from districts in my state, in which ESL
> pullout students achieve stronger test scores than Bilingual Ed students
> after 30 months, has me stymied. I don?t know how to talk to the teachers
> about the ultimate value of bilingual education, when they are claiming
> that their data proves otherwise at the end of 3 years.
>
> I am looking for two things please: 1) your own thoughts/hypotheses about
> this performance phenomenon  I have described and 2) any studies that can
> speak to this issue, particularly at the 30 month mark.
>
> Thank you for your thoughts.
>
> Lorrie Stoops Verplaetse, Ph.D.
> Professor, Coordinator of TESOL & Bilingual Education
> Director, Training for All Teachers Program
> Southern CT State University
> Engleman Hall, D-170, 501 Crescent Street
> New Haven, CT 06515
> 203 392 6759
>
>
> From: <edling-bounces at bunner.geol.lu.se<mailto:
> edling-bounces at bunner.geol.lu.se>> on behalf of Larry Selinker <
> larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>
> Reply-To: "larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>" <
> larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>, The Educational
> Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se
> >>
> Date: Thursday, April 21, 2016 at 10:12 AM
> To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:
> edling at bunner.geol.lu.se>>
> Subject: [Edling] trying to understand "translanguaging": yet another
> context
>
> oh my, i thought i knew of all the possible
> ?contexts and ?
> situations that "translanguaging" intended to cover (i will continue to
> use scare quotes til i know what it is), but there is Hartmut bringing up
> one
> ?more context ?
> that NEVER occurred to me: text
> ?books in different languages.
>
> there is an academic principle here of great importance which i implied in
> my last message: ?
> if one wants clarity in concepts, one must be clear on the limited domains
> covered.
> one cannot cover everything and
> too many domains seems always to lead to vacuousness and takes away from
> understanding, never mind wisdom.? thus, the number and types of domains to
> be covered must be stated upfront.
>
> ?the discussion continues.
> harmut, i was
> intrigued
> ? by this statement, which i hope you will clarify:
> >
> what counts is not how many languages are present in the university
> classroom (far more than before) but how many shared languages are
> available (often only English).
>
> why do you believe that? do you have any evidence?
> but more important to this discussion,
> doesn't your statement go against the "translanguaging" ethos?,
>
> i.e. in the "translanguaging context", as i understand it in my limited
> way, one should avoid referring to discrete languages cos the practices
> involved in bilingualism are more dynamic with participants using whatever
> resources they have in trying to communicate or, as Mim elegantly said:
> > t
> he focus on using all resources to make meaning
>
> i think garcia is really adamant on that point in the g
> rosjean
> ? ?
> interview i referred to last message. and wonder how you relate to this
> central point, the assertion being that discreteness is artificial and out
> the window.
>
> What is Translanguaging?  An interview with Ofelia Garc?a  Posted Mar 02,
> 2016
>
> https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging
> <
> https://na01.safelinks.protection.outlook.com/?url=https%3a%2f%2fwww.psychologytoday.com%2fblog%2flife-bilingual%2f201603%2fwhat-is-translanguaging&data=01%7c01%7cVerplaetseL1%40southernct.edu%7c44db80439ed146bb57f808d36a2b504b%7c58736863d60e40ce95c60723c7eaaf67%7c1&sdata=PGgc%2fWefIlZkbG9oJTstL%2f7w%2fCKL2iu9gSCWJCYdrmE%3d
> >
>
>
>
>
>
>
>
>
>
> Best,
>
> Cheers,
>
> Larry
>
> Larry Selinker
> ls110 at nyu.edu<mailto:ls110 at nyu.edu>
> http://www.researchproductionassociates.com/<
> https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fwww.researchproductionassociates.com%2f&data=01%7c01%7cVerplaetseL1%40southernct.edu%7c44db80439ed146bb57f808d36a2b504b%7c58736863d60e40ce95c60723c7eaaf67%7c1&sdata=NQmONWQeljz8B5qS3u3jL9tbLTnDyISqmYytPuMkJuY%3d
> >
>
> On Thu, Apr 21, 2016 at 5:40 AM, Hartmut Haberland <hartmut at ruc.dk<mailto:
> hartmut at ruc.dk>> wrote:
> I agree with Larry that we have to make clear what we mean by that elusive
> term, and of course also with Peter
> ("it seems most people using it are trying to capture Garcia?s notion of a
> post-structural approach to looking at multilingual repertoires through
> language practice").
> It is important for me to insist that translanguaging is something quite
> different from polylanguaging and that the practice of teaching in one
> language (e.g. Danish) while using textbooks and other material in other
> languages (like, in Denmark, Danish, Norwegian, Swedish, English and
> German) was a form of translanguaging widely practiced until the '90. The
> success of EMI did stop that for teaching in English - not because there is
> anything wrong with teaching in English in an non-English-speaking country,
> but because under conditions of internationalization, what counts is not
> how many languages are present in the university classroom (far more than
> before) but how many shared languages are available (often only English).
> This is Taina Saarinen and Tarja Nikula's paradox of internationalization.
> (See also the paper by Fabricius, Mortensen and myself on "The lure of
> internationalization" now available on-line in Higher Education.)
> Hartmut Haberland
> ________________________________
> Fra:edling-bounces at bunner.geol.lu.se<mailto:
> edling-bounces at bunner.geol.lu.se> [edling-bounces at bunner.geol.lu.se
> <mailto:edling-bounces at bunner.geol.lu.se>] p? vegne af Larry Selinker [
> larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>]
> Sendt: 21. april 2016 03:28
> Til: The Educational Linguistics List
> Emne: Re: [Edling] trying to understand "translanguaging", continued
>
> thank you so much, peter, for sharing this info on AAAL and the debates
> there.
>
> notice how many goals and purposes are out there. if this concept is hard
> to pin down,then what are people applying and why?
>
> So, we can agree that "translanguaging" is being used in a number of
> different ways that may not be compatible?
> if so, ?this must mean that there is no one unique "
> translanguaging perspective
> " that can be applied, the danger being that the concept becomes so
> amorphous that it becomes vacuuous.
>
> now,
> why is the concept popular?
> will this last? or, will it become the flavor of the day?
>
> so, for that not to happen, then some things are necessary:
> 1. whenever it is used, that person must say what they mean by the concept.
> 2. look for commonalities in all the variants.
>
> 3. and, of course, distinguishing features of the variant approaches.
>
> basically,
> trying to pin it down, let me suggest some common characteristics; please
> tell me if these make sense and feel free to add:
> - - all the variant approaches
> are interested in linguistic
> ?practices ?as opposed to linguistic systems
> - - all the variant approaches thus g
> o for dynamism as opposed to static linguistic systems.?
>
> ?so, what has come before is too static for the various goals. all that
> work cannot be totally useless. what is being drawn upon from prior work to
> cover all these dynamic contexts?
>
> ?well, let's try to get some clarity.?
>
>
> Best,
>
> Cheers,
>
> Larry
>
> Larry Selinker
> ls110 at nyu.edu<mailto:ls110 at nyu.edu>
> http://www.researchproductionassociates.com/<
> https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fwww.researchproductionassociates.com%2f&data=01%7c01%7cVerplaetseL1%40southernct.edu%7c44db80439ed146bb57f808d36a2b504b%7c58736863d60e40ce95c60723c7eaaf67%7c1&sdata=NQmONWQeljz8B5qS3u3jL9tbLTnDyISqmYytPuMkJuY%3d
> >
>
> On Wed, Apr 20, 2016 at 4:45 PM, Peter Sayer <peter.sayer at utsa.edu<mailto:
> peter.sayer at utsa.edu>> wrote:
> At AAAL in Florida a few weeks ago there were at least 3 symposia dealing
> with multilingualism in the classroom, many from a translanguaging
> perspective, which followed several symposia and papers from last year?s
> conference on translanguaging, and including a lively debate about the
> differences between code-switching and translanguaging framework.  To
> answer the ?many ways? part of Larry?s comment: the translanguaging work
> has included looking at bilingual K-12 classrooms, but also heritage
> language schools, higher education settings, academic second language
> writing, as well as looking at it from an interactional perspective of what
> students in classroom do to negotiate academic content, from the teacher?s
> perspective of how she more effectively draws on students? multilingual
> resources; it?s also been used to look at multilingual workspaces,
> transnationals? social media posts, as so forth.
>
> I agree that the term is being used in a variety of ways that aren?t
> always consistent with each other (as with any newer concept, and hence
> those questioning if the term is really needed if ?code-switching? still
> does perfectly well), but generally it seems most people using it are
> trying to capture Garcia?s notion of a post-structural approach to looking
> at multilingual repertoires through language practice ? which therefore
> includes but is broader than code-switching (and like most po-mo concepts
> quite hard to pin down).
>
> From: <edling-bounces at bunner.geol.lu.se<mailto:
> edling-bounces at bunner.geol.lu.se>> on behalf of Larry Selinker <
> larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>
> Reply-To: "larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>" <
> larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>, The Educational
> Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se
> >>
> Date: Monday, April 18, 2016 at 8:25 PM
> To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:
> edling at bunner.geol.lu.se>>
> Subject: Re: [Edling] Urgent question from bilingual teacher
>
> sorry, i have no knowledge on this, but something peter mentioned did
> intrigue me:
>
> > Anne Marie mentions the concept is being used in many ways recently,
>
> i did see a message from Anne Marie but did not see mention of these "many
> ways".  i must confess i have had trouble getting a clear idea of this
> concept from the vast and growing literature. i would really like to know
> what are the many ways that the concept is being used, either from Peter or
> Anne Marie.
>
>
> Best,
>
> Cheers,
>
> Larry
>
> Larry Selinker
> ls110 at nyu.edu<mailto:ls110 at nyu.edu>
> http://www.researchproductionassociates.com/<
> https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fwww.researchproductionassociates.com%2f&data=01%7c01%7cVerplaetseL1%40southernct.edu%7c44db80439ed146bb57f808d36a2b504b%7c58736863d60e40ce95c60723c7eaaf67%7c1&sdata=NQmONWQeljz8B5qS3u3jL9tbLTnDyISqmYytPuMkJuY%3d
> >
>
> On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth <mee1 at nyu.edu<mailto:
> mee1 at nyu.edu>> wrote:
> Dear Peter,
>
> Thank you for your thoughts and for taking the time and trouble to share
> them.
>
> I'll forward them to the teacher.
>
> Sincerely,
> Miriam
>
> Miriam Eisenstein Ebsworth, PhD
> Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
> NYU Steinhardt,
> 316 East Building
> New York, NY 10003
>
> Research Editor: Journal of Writing and Pedagogy
> Chair, NABE Research SIG Advisory Board
> Co-chair, ELL Think Tank
>
> office phone: (212) 998-5195<tel:%28212%29%20998-5195>
> office fax: (212) 995-3636<tel:%28212%29%20995-3636>
>
>
>
>
> On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer <peter.sayer at utsa.edu<mailto:
> peter.sayer at utsa.edu>> wrote:
> Ofelia Garcia?s (2009) Bilingual Education in the 21 Century is a good
> comprehensive text and has a clear explanation of translanguaging, though
> as Anne Marie mentions the concept is being used in many ways recently, and
> also harkens back to earlier bilingual approaches to bilingual ed such as
> Jacobson?s (1980s) ?New Concurrent? approach which advocated the teacher?s
> use of purposeful and strategic language mixing.
>
> About the positioning of above-below vs. side-to-side: I?m not aware of
> any work on this specific aspect of language positioning, but would say
> from a (1) linguistic perspective, it makes good sense to put a particular
> sentence in one language above another so that students can more clearly
> see how syntactic and lexical elements line up.  However, from a (2)
> language valorization perspective, the problem the observer may have had
> was not above-below per se, but rather that English was positioned ABOVE
> Spanish, which may be seen as implicitly reinforcing the subordinate
> position of the minoritized language.  In that case, positioning the
> languages side by side represents them on more equal footing (or even use
> above/below, but put Spanish on top).  Or maybe the observer was just being
> cranky? but kudos to the teacher for taking the critique seriously and
> following up.
>
> - peter.-
>
> From: <edling-bounces at bunner.geol.lu.se<mailto:
> edling-bounces at bunner.geol.lu.se>> on behalf of anne marie devlin <
> anne_mariedevlin at hotmail.com<mailto:anne_mariedevlin at hotmail.com>>
> Reply-To: The Educational Linguistics List <edling at bunner.geol.lu.se
> <mailto:edling at bunner.geol.lu.se>>
> Date: Monday, April 18, 2016 at 9:04 AM
> To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:
> edling at bunner.geol.lu.se>>
> Subject: Re: [Edling] Urgent question from bilingual teacher
>
> Miriam
>
> Current research is coming out strongly in favour of 'translanguaging'
> where code switching is seen as a benefit to learners rather than a sign of
> lack of acquisition.
> I'm not at my desk and don't have access to references at the moment, but
> a google search should bring up some interesting findings to support your
> colleagues approach.
>
> Hope that helps
>
> Anne Marie
>
> ________________________________
> Date: Mon, 18 Apr 2016 07:29:35 -0500
> From: mee1 at nyu.edu<mailto:mee1 at nyu.edu>
> To: francis.hult at englund.lu.se<mailto:francis.hult at englund.lu.se>;
> edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>
> Subject: [Edling] Urgent question from bilingual teacher
>
> Dear Colleagues,
>
> A grad of one of our programs is a bilingual (Spanish) social studies
> teacher in New York City, with 11 years of teaching experience.
>
> The teacher received a super-critical review of a class observation from
> somebody outside the school who observed a single lesson. The observer knew
> nothing in advance about the teacher's curriculum or approach; there had
> been no communication with the teacher in advance of the observation.
> After having written a scathing observation report, the observer refused to
> have a conversation with the teacher, who sought politely to explain their
> perspective and try to understand better the nature of the critique.
>
> The teacher has requested input on one issue in particular:
> At the top of the lesson, the teacher had written a guiding question in
> English with the Spanish version directly underneath.
>
> The teacher, as I understand it, sought to have the students first try to
> understand the text in English, then read it in Spanish, and using all
> linguistic resources make meaning out of the question. (And ultimately, the
> students will be tested in English.)
>
> One of the many criticisms in the observation report was that the English
> and Spanish versions should have appeared side by side rather than one
> above the other. The teacher is perplexed.
>
> While the teacher's explanation makes sense to me, I have been asked
> whether there is any objective guidance available from the research on best
> practices to advocate for EITHER of the 2 approaches (2 languages side by
> side versus one above the other).
>
> Thank you in advance for sharing your perspective. I'll pass it on.
>
> Sincerely,
> Miriam
>
> Miriam Eisenstein Ebsworth, PhD
> Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
> NYU Steinhardt,
> 316 East Building
> New York, NY 10003
>
> Research Editor: Journal of Writing and Pedagogy
> Chair, NABE Research SIG Advisory Board
> Co-chair, ELL Think Tank
>
> office phone: (212) 998-5195<tel:%28212%29%20998-5195>
> office fax: (212) 995-3636<tel:%28212%29%20995-3636>
>
>
>
>
> _______________________________________________ Edling mailing list
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> _______________________________________________
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>
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-- 
Bernard Spolsky bspolsky at gmail.com  Professor emeritus, Bar-Ilan University
URL: http://english.biu.ac.il/faculty/spolsky-bernard
<http://www.biu.ac.il/faculty/spolsb/>
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