[Edling] efficacy of transitional Bilingual ed at the 30 month mark.

Wed Apr 27 14:20:47 UTC 2016

I would just add to Wayne’s suggestion the note that, in terms of TBE, 30 months is still considered short term (early exit) as it is still less than 4-5 years, which are considered really the minimum for an enrichment bilingual education model.

Deborah Palmer, Ph.D.
Associate Professor
Bilingual/Bicultural Education
Dept of Curriculum and Instruction
The University of Texas at Austin
1912 Speedway Stop, D5700
Austin, TX 78712
(512) 232-4015, SZB 440E
debpalmer at austin.utexas.edu<mailto:debpalmer at austin.utexas.edu>
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On Apr 26, 2016, at 7:06 PM, Wright, Wayne E <wewright at purdue.edu<mailto:wewright at purdue.edu>> wrote:

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 García  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>] på 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>

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