Jump to content

Dual language

From Wikipedia, the free encyclopedia
This is an old revision of this page, as edited by 201.198.206.6 (talk) at 21:32, 1 October 2007 (→External links). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Dual language is a form of education in which students are taught literacy and content in two languages. The majority of dual language programs in the United States teach in English and Spanish, although increasing numbers of programs use a partner language other than Spanish, such as Arabic, Chinese, French, Hawaiian, Japanese, or Korean. Dual language programs use the partner language for at least half of the instructional day in the elementary years.

Dual language programs generally start in kindergarten or first grade and extend for at least five years, although many continue into middle school and high school. These programs aim for bilingualism (the ability to speak fluently in two languages), biliteracy (the ability to read and write in two languages), academic achievement equal to that of students in non-dual language programs, and cross-cultural competence. Most dual language programs are located in neighborhood public schools, although many are charter, magnet, or private schools.

Types of Dual Language Program

There are four main types of dual language programs, which mainly differ in the population:

  1. Developmental, or maintenance, bilingual programs. These enroll primarily students who are native speakers of the partner language.
  2. Two-way (bilingual) immersion programs. These enroll a balance of native English speakers and native speakers of the partner language.
  3. Foreign language immersion, language immersion or one-way immersion. These enroll primarily native English speakers.
  4. Heritage language programs. These mainly enroll students who are dominant in English but whose parents, grandparents, or other ancestors spoke the partner language.

The term "dual language" is often used interchangeably with two-way immersion. Other variations on dual language include "dual language immersion," "dual immersion," and "dual enrollment". The term bilingual education has somewhat fallen out of favor among dual language practitioners, but it is still used to refer to any program that uses two languages for instruction.

Dual language programs are different from transitional bilingual programs, where the aim is to transition students out of their native language and, in the United States, into English as quickly as possibly, usually in three years. This is sometimes referred to as subtractive bilingualism since the first language is typically lost as English is acquired.

Another type of program that is not considered dual language is foreign language education where students receive less than half a day studying in the partner language, and often only study language arts and literature in that language as opposed to content area subjects such as math, science, and social studies.

Variation within Dual Language Programs

The main variation has to do with the amount of time spent in the partner language.

  • Full immersion, or 90/10, programs teach in the partner language 90% of the time in the primary grades (usually kindergarten and first grade) and 10% in English, and gradually adjust the ratio each year until the partner language is used 50% and English is used 50% by third or fourth grade (sometimes later if the program extends through eighth grade or beyond).
  • Partial immersion, or 50/50, programs teach 50% of the day in English and 50% of the day in the partner language at all grade levels.

There is currently no research indicating that one of these methods is preferable to another, although some research indicates that students who spend more time in the partner language do better in that language (Howard, Christian, & Genesee, 2003; Lindholm-Leary, 2001; Lindholm-Leary & Howard, in press), and that language minority students (in the U.S., those whose native language is not English) do better academically when their native language is supported and developed (Thomas & Collier, 1997; 2002).

Some schools, like Alicia R. Chacon Elementary School in El Paso, Texas include a third language for a small portion of the day at all grade levels.

Full immersion (90/10) programs typically begin literacy instruction for students in kindergarten and first grade in the partner language and add formal literacy in English in second or third grade. Students do not need to relearn how to read in English; teachers help them transfer their literacy skills from one language to the other. Other 90/10 programs separate students by native language and provide initial literacy instruction in the native language, adding second language literacy by second or third grade. In partial immersion or 50/50 programs, initial literacy instruction is either provided simultaneously in both languages to all students, or students are separated by native language in order to receive initial literacy in his or her native language.

Dual language programs in middle school and high school often merge students from several dual language elementary schools and exist as programs within larger mainstream schools. They often offer dual language students the opportunity to take language arts and at least one content area in the partner language, and many prepare students to take the Advanced Placement exams.

Instruction in Dual Language Programs

Dual language programs vary in the kinds of instruction they provide, but generally implement many of the following features:

  • language arts instruction in both program languages
  • instruction on literacy skills like phonics and fluency along with opportunities to read literature in both languages
  • sheltered instruction strategies in both languages
  • ability grouping for targeted purposes, with frequent reassessment based on strengths and weaknesses on different skills
  • separation of languages, where the teacher will only speak one language at a time without translating, while allowing students to use native language resources such as peers and bilingual dictionaries
  • ample time for student interaction (such as through the use of cooperative learning), allowing students to practice their new language skills with their peers

Dual language teachers also incorporate practices that should be in place in any classroom that includes linguistically diverse students:

  • Teaching content so that it interests and challenges bilingual students
  • Communicating high expectations, respect, and interest in each of their students
  • Understanding the roles of language, race, culture, and gender in schooling
  • Engaging parents and community in the education of their children
  • Becoming knowledgeable about and developing strategies to educate bilingual students and to communicate with their families
  • Seeking and obtaining the professional development needed to engender these attitudes, knowledge bases and specific instructional skills (Garcia, 2005).

In regard to lesson planning, dual language teachers should focus on creating lessons that:

  • proceed from whole to part
  • are learner centered
  • have meaning and purpose for students and connection to their present lives
  • engage groups of students in social interaction
  • develop both oral and written language
  • show faith in the learner in order to expand students’ potential (Freeman & Freeman, 1994)

Other important tips for educators teaching bilingual or multilingual students include organizing content around themes, providing students with choice, starting the learning process with students’ questions, and exposing students to not only professional published books and magazines but student-authored literature (Freeman & Freeman, 1994).

See also

American programs

For names of more dual language programs not profiled in Wikipedia, see The Directory of Two-Way Bilingual Programs in the U.S. or The Directory of Foreign Language Immersion Programs in U.S. Schools

See also - others

References

  • Freeman, D., & Freeman, Y. (1994). Between worlds: Access to second language acquisition. (pp. 112-181). Portsmouth, NH: Heinemann.
  • García, E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. (p. 163). New York and London: Teachers College Press.
  • Howard, E. R., Christian, D., & Genesee, F. (2003). The development of bilingualism and biliteracy from grade 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education (Research Report 13). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
  • Lindholm-Leary, K. (2001). Dual Language Education. Clevedon, England: Multilingual Matters.
  • Lindholm-Leary, K. J. & Howard, E.R. (in press). Language Development and Academic Achievement in Two-Way Immersion Programs. In T. Fortune and D. Tedick (Eds.), Pathways to Multilingualism. Clevedon: Multilingual Matters.
  • Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
  • Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement: final report. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

See also

Retrieved from "https://en.wikipedia.org/w/index.php?title=Dual_language&oldid=161652416"