A Case for Adult Two-Way Bilingual Immersion
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Best Practices for Using Technology with Multilingual Families Toolkit
Best Practices for Using Technology with Multilingual Families Toolkit 2020 BEST PRACTICES FOR USING TECHNOLOGY WITH MULTILINGUAL FAMILIES TOOLKIT 2020 Gayle Pauley Assistant Superintendent of Special Programs and Federal Accountability Prepared by: Alyssa Ibañez, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6172 Guadalupe “Lupe” Ledesma, Migrant Education Program Supervisor [email protected] | 360-725-4464 Shannon Martin, Bilingual Education Program Supervisor [email protected] | 360-725-4476 Penélope Mena, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6069 Minerva Pardo, West Valley Yakima School District Family Engagement Coordinator [email protected] | 509-972-5547 Sylvia Reyna, Migrant Education Program Supervisor [email protected] | 360-725-4474 Page | 2 TABLE OF CONTENTS Introduction ......................................................................................................................................................................... 4 Notes ...................................................................................................................................................................................... 5 The Multilingual Adult Learner ..................................................................................................................................... 6 Knowles’ Six Key Characteristics of Adult Learners .............................................................................................. -
ESL And/Or Bilingual Education
Endorsement or Approval in ESL and/or Bilingual Education Are you a committed licensed teacher who is excited about making the educational landscape more inclusive for English language learners? Earn an approval or endorsement in ESL and/or Bilingual Education at Dominican University. Our country’s learning communities are increasingly diverse, and more and more districts are requiring teachers to obtain this endorsement. Dominican offers a convenient and affordable route to earning this high-demand endorsement and/or approval. Many districts have an immediate need for educators with these credentials. If you have a valid Learning Behavior Specialist (LBS) I endorsement on your current educator license, you are eligible to complete an English as a Second Language or Bilingual approval. The difference between the approval (9 semester hours) and the endorsement (18 semester hours) is that the approval allows individuals with an LBS I endorsement the ability to work with English language learners who hold an Individualized Education Plan (IEP); whereas, the full endorsement applies to the full age range that you are endorsed to teach. Upon completion of the endorsement, you will have the option to take additional coursework and earn a Master of Arts in Education degree. Our Program was Designed with Busy Our Faculty Is Here for You Educators in Mind • You will receive mentorship throughout the program • Courses are completed online in 7.5-week sessions. from a faculty advisor. • Individual courses are implemented asynchronously: you • Courses are taught by experienced experts in the ESL/ don’t need to be logged into the computer at a set time Bilingual field. -
Education for Adult English Language Learners in the United States
Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:08 AM CAL-002-V7.indd 2 03/2/2010 8:01:08 AM Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:10 AM This work is in the public domain and may be reprinted and distributed without permission. Printed in the United States of America Copyediting: Vickie Lewelling and Julia Bozzolo Design and layout: Frank Sheehan, based on original design by Pottman Design The preparation of this paper was supported with funding from the U.S. Department of Edu- cation (ED), Office of Vocational and Adult Education, under Contract No. ED-07-CO-0084. The opinions expressed in this paper do not necessarily reflect the positions or policies of ED. Suggested citation: Center for Applied Linguistics. (2010). Education for adult English language learners In the United States: Trends, research, and promising practices. Washington, DC: Author. Table of Contents Acknowledgments .............................................................................................................. V Executive Summary ........................................................................................................VII I. Overview ...................................................................................................................1 II. The Foreign-Born Population in the United States ..................................................3 -
Assessing the Effect of Foreign Language Immersion Programs on Intercultural Sensitivity in Elementary Students
CORE Metadata, citation and similar papers at core.ac.uk Provided by SHAREOK repository ASSESSING THE EFFECT OF FOREIGN LANGUAGE IMMERSION PROGRAMS ON INTERCULTURAL SENSITIVITY IN ELEMENTARY STUDENTS By PHILIPPE CHARLES CORBAZ Bachelor of Arts in Psychology Oral Roberts University Tulsa, Oklahoma 2001 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE May, 2005 ASSESSING THE EFFECT OF FOREIGN LANGUAGE IMMERSION PROGRAMS ON INTERCULTURAL SENSITIVITY IN ELEMENTARY STUDENTS Thesis Approved: Dr. Diane M. Montgomery Thesis Adviser Dr. Steven W. Edwards Dr. Kay S. Bull Dr. Teresa M. Bear Dr. A. Gordon Emslie Dean of the Graduate College ii ACKNOWLEDGMENTS I would like to thank my committee for their help in this endeavor, namely Dr. Diane Montgomery, Dr. Steve Edwards, Dr. Kay Bull, and Dr. Teresa Bear. I wish to extend my gratitude in particular to Dr. Diane Montgomery who has been very supportive and never too busy in times of trouble. I would also like to thank Dr. Steve Edwards for his precious help with the statistical analysis, Dr. Marie Miville (now in New York) for letting me use her excellent scale, Dr. Hull and Sally Adams for their helpful comments on my drafts, and Dr. Virginia Worley for her inspiration regarding educational leadership. I would like to thank my wife, Maria “Gina” Corbaz and my four children, Christopher, Bryan, Joshua, and Rebecca for their patience and their love. I would like to acknowledge my family in Switzerland, my mother, my sister, and my grandmother for their support and their inspiration. -
WHAT the RESEARCH SAYS ABOUT IMMERSION by Tara Williams Fortune Center for Advanced Research on Language Acquisition University of Minnesota
WHAT THE RESEARCH SAYS ABOUT IMMERSION by Tara Williams Fortune Center for Advanced Research on Language Acquisition University of Minnesota Over nearly half a century, research on language immersion education has heralded benefits such as academic achievement, language and literacy development in two or more languages, and cognitive skills. This research also exposes some of the challenges that accompany the immersion model, with its multilayered agenda of language, literacy and intercultural skills development during subject matter learning. This chapter outlines key findings for both advantages and challenges. Benefits of Language Immersion Academic and Educational Without question, the issue investigated most often in research on language immersion education is students’ ability to perform academically on standardized tests administered in English. This question emerges again and again in direct response to stakeholder concerns that development of a language other than English not jeopardize basic schooling goals, high levels of oral and written communication skills in English, and grade‐ appropriate academic achievement. The research response to this question is longstanding and consistent. English proficient immersion students are capable of achieving as well as, and in some cases better than, non‐immersion peers on standardized measures of reading and math.i This finding applies to students from a range of socioeconomic and ethnic backgrounds,ii as well as diverse cognitive and linguistic abilities.iii Moreover, academic achievement -
Context-Appropriate Crosslinguistic Pedagogy
John Benjamins Publishing Company This is a contribution from Journal of Immersion and Content-Based Language Education 5:1 © 2017. John Benjamins Publishing Company This electronic file may not be altered in any way. The author(s) of this article is/are permitted to use this PDF file to generate printed copies to be used by way of offprints, for their personal use only. Permission is granted by the publishers to post this file on a closed server which is accessible only to members (students and faculty) of the author’s/s’ institute. It is not permitted to post this PDF on the internet, or to share it on sites such as Mendeley, ResearchGate, Academia.edu. Please see our rights policy on https://benjamins.com/content/customers/rights For any other use of this material prior written permission should be obtained from the publishers or through the Copyright Clearance Center (for USA: www.copyright.com). Please contact [email protected] or consult our website: www.benjamins.com Context-appropriate crosslinguistic pedagogy Considering the role of language status in immersion education Susan Ballinger,1 Roy Lyster,1 Andrea Sterzuk2 and Fred Genesee1 1McGill University / 2University of Regina In the field of second language education, researchers increasingly call for cross- linguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instruc- tional time allotted to French. -
Exploring Teachers' Use of Technology in Classrooms
GIST EDUCATION AND LEARNING RESEARCH JOURNAL. ISSN 1692-5777. NO. 6, NOVEMBER 2012. pp. 97-110 Exploring Teachers’ Use of Technology in Classrooms of Bilingual Students1 Mayra C. Daniel and John E. Cowan2* Northern Illinois University Abstract This article presents results of an investigation that documents teachers’ perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and surveys indicate teachers perceive appropriate technology gives bilingual students greater access to academic language. Results strongly suggest that school administrators control access to technology. Keywords: Technology, multi-modal instruction, bilingual learners, academic language Resumen Es articulo presenta los resultados de una investigación sobre las percepciones que tienen los docentes frente a la contribución de la tecnología en el aprendizaje de estudiantes bilingües. Las preguntas de investigación pretenden conocer la apreciación de los docentes sobre el uso de material digital diseñado por ellos mismos, el impacto que estos generan en el aprendizaje de los estudiantes y los factores situacionales que limitan el uso de la tecnología. Los datos obtenidos a través de los grupos focales y las encuestas aplicadas a los participantes revelan que los docentes perciben que el uso adecuado de la tecnología permite a los estudiantes bilingües ampliar el acceso al lenguaje académico. Los resultados sugieren que los directores de las escuelas controlan el uso de la tecnología. Palabras Claves: tecnología, enseñanza multimodal, estudiantes bilingües, lenguaje académico. 97 1 Received: July 28th, 2012 / Accepted: August 15th, 2012 2 Email: [email protected], [email protected] No. -
1 Teaching Practices and Language Use in Two-Way Dual Language
1 Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District Jennifer Li RAND Corporation Jennifer Steele American University Robert Slater American Councils for International Education Michael Bacon Portland Public Schools Trey Miller RAND Corporation Abstract Many educators and policymakers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs’ effectiveness depends on the quality of their implementation. This article reports on a large-scale study of the implementation of dual language immersion across a large, urban school district. Using classroom observations, we examined teaching practices and language use by teachers and students in dual language immersion classrooms across an entire school district. We found strong implementation of teaching practices consistent with sheltered instruction, and strong adherence by teachers to partner language use as prescribed by the district’s guidelines. This article provides a descriptive view of what is happening in two-way dual language immersion classrooms in a large, urban U.S. school district. While other studies may examine classroom practices, few have done so on this scale. Citation of Published Version Li, J., Steele, J., Slater, R., Bacon, M., & Miller, T. (2016). Teaching practices and language use in two-way dual language immersion programs in a large public school district. International Multilingual Research Journal, 10(1), 31-43. Available at http://www.tandfonline.com/doi/abs/10.1080/19313152.2016.1118669 Key Words: dual language immersion; dual language implementation; fidelity of implementation, classroom practices in two-way immersion Acknowledgements: This study was supported by grant # R305E120003 from the U.S. -
Lessons from Immersion
EDUCATIONAL PRACTICE REPORT: 11 INTEGRATING LANGUAGE AND CONTENT: LESSONS FROM IMMERSION FRED GENESEE MCGILL UNIVERSITY NATIONAL CENTER FOR RESEARCH ON CULTURAL 1994 DIVERSITY AND SECOND LANGUAGE LEARNING OVERVIEW Among the most interesting and effective innovations in second language education during the last three decades have been the immersion programs developed in Canada. The first immersion programs were developed to provide Canada's majority-group English-speaking students with opportunities to learn Canada's other official language. Since that time, immersion programs have been adopted in many different areas of North America, and alternative forms of immersion have been devised. This report presents a selective review of research findings from the extensive evaluations that have been undertaken to evaluate the effectiveness of immersion programs in Canada and the United States. It focuses on selected aspects of second language learning and discusses implications of immersion research findings for the design and development of second language programs in other school settings for other kinds of learners: for example, for students learning through other forms of content-based instruction and limited-English-proficient students. The intent of this review is not to advocate immersion for all second language learners but to learn from the experiences and research findings in immersion for majority language learners. The lessons to be learned from immersion are related to the importance of (1) integrating language with content instruction, (2) classrooms that are discourse-rich, and (3) systematic planning of language along with content instruction. Integrating Language and Content: Lessons from Immersion INTRODUCTION Among the most interesting innovations in second language education during the last two decades have been the second language immersion programs developed in Canada (Genesee, 1987; Lambert & Tucker, 1972; Swain & Lapkin, 1982). -
The Complete Guide to Foreign Language Immersion
The Complete Guide to Foreign Language Immersion FluentU Copyright © 2015 FluentFlix Limited All Rights Reserved www.fluentu.com Contents Introduction v 1. 9 Big Advantages of Learning a Foreign Language 1 Rachel Wagers 2. How to Learn a Language Fast: 5 Ways to Set 7 Yourself Up for Success Frank Macri 3. How to Learn a Language by Yourself: 5 Rockstar 13 Tips for Success John Fotheringham 4. 5 Killer Language Learning Strategies Guaranteed to 21 Help You Make Time John Fotheringham 5. 8 Ways to Get Daily Language Practice on Your 32 Coffee Break Lizzie Davey 6. 9 Imaginative Tips for Absorbing Vocabulary Like a 40 Sponge Christina Hewitt 7. 12 Wicked Fun Ways to Learn Any Language 47 Maureen Stimola 8. 5 Tips for Creating a Rock Solid Foreign Language 57 Reading Habit John Fotheringham 9. 6 Tips for Effortless Language Learning with Foreign 65 Movies Alex Owen-Hill 10. Immerse Yourself: 12 Ways to "Go Native" Without 73 Going Abroad Katherine Kostiuk Introduction Learning a foreign language is an exciting endeavor that can change your life by exposing you to new cultures, people and places. Furthermore, speaking a second language undeniably opens an array of new doors for you in terms of employment. But in order to reap these benefits, first you need to learn the language. So what’s the best way to soak up a foreign language in the shortest amount of time? Immersion. Now, we know that few have the time and money to simply hop on a plane and head to the nearest country that speaks your target language, and that’s exactly why we’ve put this guide together for you. -
To Culture Or Not to Culture
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms Benterah Charles Morton Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Morton, Benterah Charles, "To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms" (2015). LSU Doctoral Dissertations. 2023. https://digitalcommons.lsu.edu/gradschool_dissertations/2023 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. TO CULTURE OR NOT TO CULTURE: PRACTICES IMPLEMENTED BY LANGUAGE IMMERSION TEACHERS TO TEACH CULTURE IN LANGUAGE IMMERSION CLASSROOMS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfilment of the requirements for the degree of Doctor of Philosophy in The School of Education by Benterah Charles Morton A.A., Georgia Perimeter College, 1998 B.A., University of West Georgia, 2001 M.Ed., University of West Georgia, 2003 Ed.S., Louisiana State University, 2015 August 2015 © 2015 copyright Benterah Charles Morton All rights reserved ii To the Morton and Robinson lineage that came before and will come after, may this first open the floodgates that remained blocked for so many generations. -
Teaching and Learning in the Spanish As a Foreign Language Classroom
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2019 Teaching and Learning in the Spanish as a Foreign Language Classroom Chemaris Gutiérrez Ethington Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Secondary Education and Teaching Commons Recommended Citation Gutiérrez Ethington, Chemaris, "Teaching and Learning in the Spanish as a Foreign Language Classroom" (2019). All Graduate Plan B and other Reports. 1383. https://digitalcommons.usu.edu/gradreports/1383 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Teaching and Learning in the Spanish as a Foreign Language Classroom by Chemaris Gutiérrez Ethington A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: ________________________________ ______________________________ Dr. Karin deJonge-Kannan Dr. María Luisa Spicer-Escalante Major Professor Committee Member ________________________________ ______________________________ Dr. Sonia Manuel-Dupont Dr. Bradford J. Hall Committee Member Department Head UTAH STATE UNIVERSITY Logan, Utah 2019 ii Copyright © Chemaris Gutiérrez Ethington All rights reserved iii ABSTRACT Teaching and Learning in the Spanish as a Foreign Language Classroom by Chemaris Gutiérrez Ethington: Master of Second Language Teaching Utah State University, 2019 Major Professor: Dr. Karin deJonge-Kannan Department: Languages, Philosophy, and Communication Studies This portfolio is a compilation of the author’s beliefs about teaching and learning in the Spanish language classroom.