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Teaching in a Bilingual
Program: Keys to Success in
a Standards-based World
March 8, 2014
NYSABE 37th Annual Conference
Educating Our Next Generation of Biliterate Citizens
La Guardia Airport Marriott Hotel, New York City
Nancy Cloud
[email protected]
1.  Program Models that Use the Native Language to
Support Learner Success
•  Sheltered English Instruction with Native Language Support
•  Transitional Bilingual Education Programs
•  Dual Language Education Programs (DBE, TWI)
2.  Factors that Ensure Program Success
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Carefully Planned Language and Literacy Development
Well Integrated Language and Content Development
Clear Teaching Objectives linked to Learning Standards
Differentiated Instruction Using High Quality Teaching Materials
Ongoing Progress Monitoring
Strong Outreach to Home and Community
Agenda
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Program Models that Use the Native
Language to Support Learner Success
Key
Idea
However You
Support Children’s
Native Languages:
DO IT WELL!
DO IT RIGHT!
PROGRAM MODELS
THAT USE NATIVE LANGUAGE
TO SUPPORT LEARNER SUCCESS
1.  Sheltered English Instruction with Native
Language Support
2.  Transitional Bilingual Education Programs
3.  Dual Language Education Programs -- DBE, TWI
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Heinemann, 2009
Chapter 3: Helping
ELLs Become Biliterate
What Can ESL/
Sheltered English
Teachers Do?
Sheltered English Instruction
with Native Language Support
All Teachers Can Help Students
Make Connections Between
Their L1 and English
Cross-linguistic transfer occurs when specific
knowledge and skills in one language are used in another
language.
Students also transfer general strategies to figure out the
meanings of new words or to comprehend text.
Build BRIDGES
between the two
Languages
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www.ritell.org
What is their
orthography like?
Omniglot.org
What transfers?
Highlight Cross-Linguistic
Comparisons and Transfer
to Support L2 Comprehension
Practices that Facilitate Transfer from L1 to L2:
•  Cognate Word Walls
•  Cognate Notebooks
•  Cognate Hunts
•  Use Dual Language Books to Invite Language
Comparisons; Confirm Comprehension
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Other Tactics
•  Take Every Opportunity to Affirm the Worth of
Children’s Languages and Cultures
•  Provide Content Materials in the L1 Related to the
Topics You are Teaching if Students are Literate
•  Have Students Read the English Version and then
Confirm What They Understood by Examining the
Home-Language Version in DL Books
•  Use Technology (Internet Sites; Brain Pop en Español,
YouTube Presentations in L1)
Use Culturally and
Linguistically Responsive
Children’s Literature
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EMPOWERMENT: Use Authors &
Illustrators From Children’s Cultural
Communities
Help children see themselves as writers and
illustrators as they work on their own stories,
poems, and books.
USE RESPONSIVE LITERATURE
TO SUPPORT
BALANCED LITERACY PRACTICES
Author Study: Diane Gonzales Bertrand
1.  Word Study
2.  Read Aloud
3.  Guided
Reading
4.  Independent
Reading
5.  Writer’s Workshop
6.  Extension to Home
and Community
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Author Studies
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Gary Soto
Pam Muñoz Ryan
Julia Alvarez
Marisa Montes (4-6)
Arthur Dorros
Jorge Argueta
Pat Mora
Diane Gonzales Bertrand
Alma Flor Ada
Monica Brown
Lulu Delacre
www.ritell.org
Traditions, Art, Notable People
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Quinceañera
Carnival
Fiesta
Dichos
Folklore
Murals
Arpilleras (Peruvian)
Caldo
Arroz con leche
Gabriel Garcia Marquez
Pura Belpré
Interspersed L1 as Dialogue; Character Names; Sayings
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BOOK ART: Murals. Lines. Colors. Forms
3.4, Mayan/Guatemalan
!"#$%&'(!)'*+,(#-(.%)%*/01)(.##23(
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Literacy at school must connect to and build on
literacy experiences in the home and community
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?3'(4%/4(@01)%+,(9##23(+41+(1"'(#"%/%*1)),(;"%++'*(%*(
+4'(4#:'()1*/01/'A(*#+(+"1*3)1+%#*3(
?3'(9##23(+41+(%*$%+'(3+#",(+'))%*/(%*(1*,()1*/01/'(
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'*=#0"1/'(3+0&'*+3(1*&(-1:%)%'3(+#(03'(56(=#))'=+%#*3(
%*(=#::0*%+,()%9"1"%'3C(
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Transitional Bilingual Education
Programs: SYSTEMATIC USE OF L1 IN
INSTRUCTION AS A BRIDGE TO L2
Know Your TBE Model:
Early Exit
Key
Idea
Late Exit
DO IT WELL!
DO IT RIGHT!
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Gradual, Well Planned Shift to English
Late Exit TBE
Ensure:
1.  Qualified teachers
2.  Careful allocation of language to subject
within and across grades
3.  Well-Constructed Language use plan in
instruction (e.g. preview-review)
4.  Sufficient academic materials in the
students’ native language;
5.  Use of sheltered techniques during L2
instruction
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Dual Language Programs:
Developmental Bilingual
Two-Way Immersion
Book Features:
•  Research Notes
•  Common Myths Dispelled
•  Quotes from DL Notables
•  Model Lessons, Templates, Teacher Tips
•  Dual Language Voices (Guidance from
Practicing Teachers & Administrators)
•  Resource Boxes, Checklists, Models, Rubrics
Heinemann, 2013
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Ensuring A Solid Foundation
•  Get the message heard:
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“By offering a DL program to
our students, we can give them
the gift of proficiency in 2
•  The benefits of being bilingual
languages without risk to their
achievement or the
•  Research findings about DL academic
programs
development of full prificiency
in English. If we acquire the
Show success through real voices
resources that such a progam
needs and use these resources
well, we can guarantee the best
Show confidence in the model
learning environment that a
school can offer to the students
Advocate on behalf of the program
and the community that it
serves.”
Shared Understanding Among All Stakeholders
Non-Negotiables for All Dual
Language Enrichment Programs
1.  Academic achievement
2.  Strong proficiency in both
languages (language; literacy)
3.  Positive cross-cultural attitudes;
cross-cultural competence
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Progam models
f English
eakers o
ve sp
Nati
English language
learn
ers
• Need extensive exposure to
their L1 (non-English
language).
• Need gradual increase of
instruction time in
their L2 (English).
• Need extensive exposure to
the L2 (non-English
language).
• Need gradual increase of
instruction time in
their L1 (English).
P 20
IMM
TWI
DBE
Figure 1.2 TWI Is an Amalgam of IMM and DBE
Things to Consider:
second language
learners;
for example, ineach
a Spanish-English
TWI pro•  Numbers
of students
representing
language group
gram,
native
Spanish-speaking
students
serve
as
models
of
Spanish
•  Teacher skills for each grade level (strongest content andfor
native English-speaking students during classes when Spanish is used
language
model for each grade’s demands)
for instruction and, vice versa, English-speaking students serve as mod•  Material resources available
els for ELLs when English is the language of instruction. Students in
TWI programs also have the advantage of learning about the culture of
the other language group and making friends with members of that
group. This is a unique advantage of TWI that sets it apart from DBE
and IMM programs. In these programs students usually have minimal
Use
contact in classLanguage
with nativeAllocation
speakers ofand
the L2
because these programs
include only ELLs in .the
case of DBE
programs and
only EnglishProgrammatic
Curricular
Level
Level
. Instructional
Level
speaking students in the case
of IMM. Because TWI is a unique learning
PERSON
(Who delivers the
environment, it has its unique
rationale.
See Table 1.3.
curriculum
and in what
90/10
Non-English
language
It is recommended thatlanguage[s]?)
there be 50 percent English
speakers and
Monolingual
50 percent ELLs in every TWI class and that this balance
be main- S
Teacher uses the
T
E
curriculum delivered
English tend to have lessand
status
every effort
in whatin U.S. schools and, thus,
U
A Bilingual
languages?)
must
be
made
in
DL
schools
to
support
and
enhance
the
status
of that
50/50
D
C
Non-English
language and its associated culture.
If too many native Englishlanguage
TIME
E
H
(When
are the
speaking students are included,
there
is the risk that English will take
languages
N
English
E
delivered in language
the
on more status than the non-English
and that it will domicurriculum?)
T
R
nate in both curriculum instruction and student language use.
S
Most TWI programs
start in kindergarten orSgrade 1 and conCONTENT
alignment
PLACE
language of
instruction
exclusively
tainedEnglish
at all grade levels(Where
as much
other
than
is the as possible. Languages
T
alignment
Teacher uses both
languages during an
instructional event
(What content areas
tinue until the end ofare
elementary
school; preferably, they continue into
delivered in what
middle and high school. language?)
It is highly recommended that efforts be made
---------------------LANGUAGE ALLOCATION-------------------20 Dual Language Instruction from A to Z
-------LANGUAGE USE---->
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Sources for Evaluating DL Programs
Guiding Principles for Dual Language Education, Second Edition
(2007)
A useful reference for self-evaluation of DL programs; available at the
Center for Applied Linguistics website: www.cal.org/twi/guidingprinciples.htm
Normas para la enseñanza de las artes del lenguaje en español
para programas de inmersión doble
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Standards for Spanish language development: Mid Atlantic Equity Center
(2011); available at http://maec.ceee.gwu.edu/sites/default/files/
NormasDL_MAECSu2011.pdf
Evaluator’s Toolkit for Dual Language Programs (2007)
The purpose of this Toolkit by Lindholm-Leary and Hargett is to assist staff
in DL programs that serve ELLs to understand how to meet assessment
and accountability guidelines. This Toolkit assumes no prior knowledge of
data collection, data management, or data analysis on the part of the
user. It is truly “A Beginner’s Toolkit.” Available at the Center for Applied
Linguistics website: www.cal.org/twi/EvalToolkit/
! Checklist of Key DL Program Features
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Students
q For IMM programs: Is there a sufficient number of Englishspeaking students for two classes in kindergarten and in the
primary grades for ongoing programs (to allow for attrition in
higher grades)?
q For DBE programs: Is there a sufficient number of ELL students
for two classes in kindergarten for new programs and in the
primary grades for ongoing programs (to allow for attrition in
higher grades)?
Dual Language Program
Features Checklist (p. 39-41)
Cloud_01_1-42_Layout 1 4/2/13 1:50 PM Page 41
! Checklist of Key DL Program Features
(continued)
q There are firm commitments from parents who understand the
program, its requirements, and the importance of continued
participation in the program.
q For TWI programs: Is there a sufficient number of both ELL and
English-speaking students for two classes in starting grades for Teachers
new programs and in the primary grades for ongoing programs
q Teachers have native or native-like competence in English
(to allow for attrition in higher grades)?
and/or the non-English language.
q Also for TWI programs: Half of each class is ELL and half
q Teachers have appropriate credentials—a standard teaching creEnglish-speaking.
dential and a bilingual credential, as applicable.
q ELL students all speak the same language or different varieties
q Teachers are knowledgeable about DL programs—their struc(continues)
of the same language.
ture, goals, and critical instructional elements.
q Teachers know how to teach content through students’ second
(and perhaps not yet proficient) language.
q Teachers understand the importance of collaboration and are
39
prepared to work collaboratively
with other DL teachers.
Foundations of Dual Language Education
q Teachers who are native English speakers and/or native speakers of the other language are in place or available at every
grade level, starting in K.
q Teachers have cross-cultural understanding and awareness of
funds of knowledge of the cultures of their DL students.
q A plan is in place to provide professional development opportunities to DL and other teachers in the school to prepare them
to work with DL learners.
Administrative Support
q School principal and administrative assistants understand and
support DL education and are prepared to advocate on its
behalf.
q Support staff (including clerical, custodial, and special support
personnel) understand (or are prepared to become knowledgeable about) DL education and how to make it work.
! Checklist of Key DL Program Features
(continued)
q For beginning programs, instructional resources for year 1
(usually K) are available in year 1.
q A plan to develop curriculum and instructional materials for
years 2, 3, and so on, is in place.
q Most importantly, the curriculum includes a comprehensive
and coherent set of language and content objectives and, secondarily, general school skills and learning strategies, crosslinguistic, and cross-cultural learning objectives.
Assessment
q There is a comprehensive and sound plan for program evaluation.
q A person or team has been designated to oversee and manage
the evaluation process.
q Professional development activities are planned to assist school
personnel to interpret and use evaluation information in helpful ways.
q Collaboration is planned with local and/or regional university
personnel who are knowledgeable in school assessment and
are willing to provide support to the school.
Families and Community
q There are sufficient numbers of families who support DL education and are committed to having their children participate in
the program for the elementary grades.
q Families have a full understanding of DL education (language
of instruction allocation, content and language goals, etc.).
q There is a group of parents, community members, and others
who will plan, oversee, and implement advocacy activities on
behalf of the program, with assistance from the school.
q Preferably, administrative personnel know both languages or
have some competence in the non-English language.
q District-level leaders understand and support DL education.
Curriculum and Instruction
q High-quality curriculum and instructional materials in English
and the non-English language are available, as required by allocation of languages of instruction.
40 Dual Language Instruction from A to Z
Foundations of Dual Language Education
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Keys to Success for
All Programs:
Carefully Planned
Language and Literacy
Development
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Literacy Principles in Dual Language Programs
1.  The Status Principle: The two languages must have
equal status to ensure that students attain full
proficiency in both.
2.  The Bridge Principle: Students need to access what
they know in their two languages at all times; connect
L1 and L2 learning.
3.  The Balanced Literacy Principle: To develop literacy
in two languages, use instructional strategies that
begin with authentic and interesting text, and then
focus on teaching specific skills and strategies.
Literacy Principles in Dual Language Programs
4.  The Integrated Instruction Principle: It is easiest to
learn language and to learn about language through
another content area.
5.  The Oral Language Foundation Principle: Literacy is
developed on a foundation that is set in oral
language.
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Well Integrated Language
and Content Development
Well Integrated Language and Content Development:
1.  Teach Thematically
2.  Teach in Three Phases of Preview,
Focused Learning and Extension
3.  Increase Student Interaction and
Engagement.
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Feedback and
Expansion of
Language
Repertoire
Comprehensible
Input
Using Grouping and the
Physical Space to
Encourage Interaction
Interaction and
Practice
Planning Objectives--Primary and
Secondary:
1.  Content
2.  Language
3.  Cross-Linguistic
4.  Cross-Cultural
5.  General Learning Skills & Strategies
Tie to National or State Standards
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Sample K-2 Unit:
Metamorphasis in Ladybugs and Butterflies:
Taught In Spanish
CLEAR TEACHING OBJECTIVES LINKED
TO RELEVANT STANDARDS
Content Objective: Stages of Growth in Insects
Metamorphosis
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Tie to Relevant Standards
- Plants and animals have life
cycles that include being born,
developing into adults,
reproducing, and eventually
dying. The details of this life
cycle are different for different
organisms.
Grades K-4 Science
Standards
Life cycles of
organisms.
-  Plants and animals closely
resemble their parents.
Communicative: Ask and Answer questions
Linguistic: Reflexive verbs; agreement of definite/indefinite articles
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SPEAKING AND LISTENING Common Core Standard:
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details
from a text read aloud or information presented orally or through
other media.
CCSS.ELA-Literacy.SL.2.3. Ask and answer questions about what a
speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
To identify Cognates:
metamorfosis/metamorphosis
insecto/insect
adulto/a/adult
To learn the prefixes –des/dis and how they indicate “the
opposite” in both languages
desaparecer
descansar
desconocer
disagree
dislike
dissimilar
Cross-Linguistic
Objectives
CASLON
Beeman & Urow
Trans
Transform/
Transformar
Plurals—
formed the same
Possessives—
formed differently
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•  Ladybug: Luck and love,
protection
•  Butterfly: Transformation,
social butterfly
Cross-Cultural
Skills
Strategies
•  Read maps, charts, graphs
and diagrams
•  Use the internet to
research information
(through online virtual
natural history or science
museums)
•  Use a model as a guide
•  Work with a partner to
practice your
summarization
•  Use pictures and visuals
to support
comprehension, etc.
General learning skills
and strategies
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DIFFERENTIATED
INSTRUCTION
USING HIGH QUALITY
TEACHING MATERIALS
Select a Range of Texts
Reading Level 1.5;
GRL E DRA Level 8
Designed for Gr. 1-3
PreK-K/Emergent
Gr. 2 Reading Level
Emergent Literacy (K-1)
Reading Level 3.3; Lexile 580
DRA 16; Guided Reading I
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http://
refugioantiaereo.com/
2011/02/el-ciclo-vitalde-la-mariquita-enimagene
Technology
-Based
IDENTIFY AND USE STUDENTS’
LANGUAGE PROFICIENCY LEVELS
TO SHAPE INSTRUCTION
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http://www.engageny.org/resource/new-york-state-bilingualcommon-core-initiative
Language Progression Descriptors
•  Indicate what language ELLs can process or
produce
•  Used for
•  differentiating instruction
•  planning lessons
•  assessing students progress
•  helping general education teachers understand
what their ELL students can be expected to do
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Ongoing Progress Monitoring: Use
Multiple Sources of Information:
•  Performance Assessments (Running records,
etc.)
•  Classroom observations
•  Student work samples (w/ rubrics to score)
•  Student-teacher conferences and
•  Self-assessments
STRONG OUTREACH TO
HOME AND COMMUNITY
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A Wealth of Talent in Our
Neighborhoods
•  Literacy Practices of the Community
•  Documenting Life in the Community
•  Field Trips
•  Interviews with Community Leaders
•  Use of Community Resources: Museums,
Libraries, Cultural Agencies; Community
Gardens, Bookstores
Promote Family Literacy
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However You
Support Children’s
Native Languages
DO IT WELL!
DO IT RIGHT!
Nancy Cloud
M.Ed. in TESL Program
Rhode Island College
[email protected]
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