-Muy bien.
Que dia es hoy?
-Miercoles
-Miercoles, verdad, y ayer fue martes y hoy es miercoles.
Vamos a ver cual numero del dia es hoy.
Venga.
-Uno, dos, tres, cuatro, cinco, seis,
siete, ocho, nueve, diez.
There's been a real increased interest in dual language programming
because people see the benefits of bilingualism for both
students who come to school speaking only English, as well as students who speak
a home language and are learning English.
So there's cognitive flexibility, first
language knowledge and skills, actually enhance second language learning.
Students who are bilingual are more competitive in the marketplace and just
generally more able to communicate on a global level.
-Centenas -Mayor que -Mayor que
Most of the studies that have been done looking at english only programs compared to bilingual
programming, find that the children instructed bilingually do as well as the
children instructed only in English, or they outperform those children, and the
interesting thing is they outperform them in English literacy skills.
We have just completed a report that is about current state policies and
practices related to dual language programs.
This report started by looking
at federal policies related to dual language programming and the historical
context.
Then we looked at the characteristics of dual language
programs, identification reclassification procedures, assessment and accountability
provisions, teacher preparation, professional development, and finally we
looked at state support for dual language programs.
-I love that you figured out your A-I vowel team that was a tricky word, right?
How did you figure out that word?
-Basically, there are two main kinds of
dual language programs.
There are two-way dual-language programs, where there are
two groups of students: a group of students speaking English, and a group of
students speaking a partner language.
We also have one-way dual language programs
where we've got one group of students
learning two languages.
Generally, students are learning their home
language or partner language at least fifty percent of the time and this is
one of the features that really distinguishes dual-language programs
from what we generally call transitional programs.
That is, children
are learning two languages and the idea is that both languages are developed and
maintained.
In transitional bilingual programs, what generally happens is
students might start out learning one language or two languages, but fairly
quickly transition into only English.
-Cuantos unidades hay aqui?
Christopher….
There are many benefits to these programs, but there are challenges with
regard to implementing them.
One challenge is finding teachers who can
teach in the partner language and know the language as well as the content in
that language.
So states have had to, for example, set up partnerships with other
countries where they import native speakers of a language to the U.S. to
actually teach in that language.
Another challenge is finding textbooks in the
partner language, especially textbooks that are aligned with state standards.
A third challenge is that many states provide additional funding for
students who are English learners but not for students who are English
proficient.
So when you've got students who are English learners in a program
and they become English proficient, generally additional state funding
isn't available.
It's also not available for students who begin the
program as English proficient.
In terms of key takeaways from the report,
one really is, is that we need more information about policies and
programming at the district level.
Districts are implementing these
programs and we have a lot to learn about how the districts are meeting
challenges related to dual language programming and we really need to attend
to these challenges in order to increase the number and quality of dual language programs.
-Tapamos la palabra y la dividimos en silabas -Ju-go.
Jugo, muy bien.
Ana…