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4HE4WO
7AY
)MMERSION4OOLKIT
%LIZABETH (OWARD *ULIE 3UGARMAN
-ARLENY 0ERDOMO AND #AROLYN 4EMPLE !DGER
4(% %$5#!4)/. !,,)!.#% AT "ROWN 5NIVERSITY
3INCE 4HE %DUCATION !LLIANCE A DEPARTMENT AT "ROWN 5NIVERSITY HAS HELPED THE EDUCATION COMMUNITY
IMPROVE SCHOOLING FOR OUR CHILDREN7E CONDUCT APPLIED RESEARCH AND EVALUATION AND PROVIDE TECHNICAL
ASSISTANCE AND INFORMATIONAL RESOURCES TO CONNECT RESEARCH AND PRACTICE BUILD KNOWLEDGE AND SKILLS AND
MEET CRITICAL NEEDS IN THE lELD
7ITH OFlCES IN 2HODE )SLAND .EW 9ORK 0UERTO 2ICO AND THE 6IRGIN )SLANDS AND A DEDICATED TEAM OF OVER
SKILLED PROFESSIONALS WE PROVIDE SERVICES AND RESOURCES TO + INSTITUTIONS ACROSS THE COUNTRY AND BEYOND
!S WE WORK WITH EDUCATORS WE CUSTOMIZE OUR PROGRAMS TO THE SPECIlC NEEDS OF OUR CLIENTS
.ORTHEAST AND )SLANDS 2EGIONAL %DUCATIONAL ,ABORATORY ,!"
4HE %DUCATION !LLIANCE AT "ROWN 5NIVERSITY IS HOME TO THE .ORTHEAST AND )SLANDS 2EGIONAL %DUCATIONAL
,ABORATORY ,!" ONE OF TEN EDUCATIONAL LABORATORIES FUNDED BY THE 53 $EPARTMENT OF %DUCATIONS
)NSTITUTE OF %DUCATION 3CIENCES /UR GOALS ARE TO IMPROVE TEACHING AND LEARNING ADVANCE SCHOOL IMPROVEMENT
BUILD CAPACITY FOR REFORM AND DEVELOP STRATEGIC ALLIANCES WITH KEY MEMBERS OF THE REGIONS EDUCATION AND
POLICYMAKING COMMUNITY
4HE ,!" DEVELOPS EDUCATIONAL PRODUCTS AND SERVICES FOR SCHOOL ADMINISTRATORS POLICYMAKERS TEACHERS AND
PARENTS IN .EW %NGLAND .EW 9ORK 0UERTO 2ICO AND THE 6IRGIN )SLANDS #ENTRAL TO OUR EFFORTS IS A COMMITMENT
TO EQUITY AND EXCELLENCE
)NFORMATION ABOUT ALL !LLIANCE PROGRAMS AND SERVICES IS AVAILABLE BY CONTACTING
4HE %DUCATION !LLIANCE 0HONE

AT "ROWN 5NIVERSITY &AX
2ICHMOND 3TREET 3UITE % MAIL INFO ALLIANCEBROWNEDU
0ROVIDENCE 2) 7EB WWWALLIANCEBROWNEDU
%DITOR $AMARIS 2ODRÓGUEZ 4EIXEIRA $ESIGNER 3HERRI +ING 2ODRIGUES
4HE #ENTER FOR !PPLIED ,INGUISTICS #!, IS A PRIVATE NON PROlT ORGANIZATION A GROUP OF SCHOLARS AND
EDUCATORS WHO USE THE lNDINGS OF LINGUISTICS AND RELATED SCIENCES IN IDENTIFYING AND ADDRESSING LANGUAGE
RELATED PROBLEMS #!, CARRIES OUT A WIDE RANGE OF ACTIVITIES INCLUDING RESEARCH TEACHER EDUCATION ANALYSIS
AND DISSEMINATION OF INFORMATION DESIGN AND DEVELOPMENT OF INSTRUCTIONAL MATERIALS TECHNICAL ASSISTANCE
CONFERENCE PLANNING PROGRAM EVALUATION AND POLICY ANALYSIS
%DITORS %LIZABETH (OWARD *ULIE 3UGARMAN -ARLENY 0ERDOMO #AROLYN 4EMPLE !DGER
#OPYRIGHT ¥ "ROWN 5NIVERSITY !LL RIGHTS RESERVED
4HIS PUBLICATION IS BASED ON WORK SUPPORTED BY THE )NSTITUTE OF %DUCATION 3CIENCES )%3 53 $EPARTMENT
OF %DUCATION UNDER #ONTRACT .UMBER %$ #/ !NY OPINIONS lNDINGS AND CONCLUSIONS OR
RECOMMENDATIONS EXPRESSED IN THIS MATERIAL ARE THOSE OF THE AUTHORS AND DO NOT NECESSARILY REmECT THE
VIEWS OF )%3 THE 53 $EPARTMENT OF %DUCATION OR ANY OTHER AGENCY OF THE 53 'OVERNMENT
!CKNOWLEDGMENTS
4HIS 4OOLKIT REPRESENTS THE COLLECTIVE EFFORTS OF A LARGE GROUP OF PEOPLE WHO SHARE A SPECIAL INTEREST IN TWO
WAY IMMERSION EDUCATION AND WHO CONTRIBUTED THEIR TIME ENERGY AND CREATIVITY TO THE PROJECT
&OR THEIR CONTRIBUTIONS TO THE SIX LESSON PLANS WE WOULD LIKE TO THANK +ATRIN "EINROTH )NTERNATIONAL #HARTER
3CHOOL 0AWTUCKET 2) (IROKO $ARNALL 4HOMAS $OOLEY 3CHOOL 3CHAUMBURG ), +IM ,EIMER )NTERNATIONAL
#HARTER 3CHOOL 0AWTUCKET 2) -ICHAEL )LAN ,OEB 03 #YPRESS (ILLS #OMMUNITY 3CHOOL "ROOKLYN .9
"ERKY ,UGO 3ALCEDO 03 #YPRESS (ILLS #OMMUNITY 3CHOOL "ROOKLYN .9 !NA )NÏS 2UBINSTEIN 03
#YPRESS (ILLS #OMMUNITY 3CHOOL "ROOKLYN .9 AND #RISTINA 3ANDZA $ONOVAN "ARBIERI 3CHOOL &RAMINGHAM -!
&OR THEIR CONTRIBUTIONS TO THE DEVELOPMENT OF THE TWO 1! DOCUMENTS WE WOULD LIKE TO THANK )GONE
!RTEAGOITA #ENTER FOR !PPLIED ,INGUISTICS 7ASHINGTON $# -ARGARITA #ALDERØN #ENTER FOR 3OCIAL
/RGANIZATION OF 3CHOOLS *OHNS (OPKINS 5NIVERSITY "ALTIMORE -$ -ARY #AZABON #AMBRIDGE 0UBLIC 3CHOOLS
#AMBRIDGE -! .ANCY #LOUD 2HODE )SLAND #OLLEGE 0ROVIDENCE 2) %STER DE *ONG 5NIVERSITY OF &LORIDA
'AINESVILLE &, +ATHY %SCAMILLA 5NIVERSITY OF #OLORADO "OULDER #/ %RMINDA 'ARCÓA -ORRIS + 5DALL %SCUELA
DE "ELLAS !RTES 0HOENIX !: %LSE (AMAYAN )LLINOIS 2ESOURCE #ENTER $ES 0LAINES ), ,INDA (ARDMAN .ESTOR
,ANGUAGE !CADEMY 3AN $IEGO #! +ATHRYN ,INDHOLM ,EARY 3AN *OSÏ 3TATE 5NIVERSITY 3AN *OSÏ #! 0ATRICIA
-ARTÓNEZ +EY 3CHOOL !RLINGTON 6! $ANETTE -EYER 3CHOOL $ISTRICT 3CHAUMBURG ), -ARJORIE -YERS +EY
3CHOOL !RLINGTON 6! .GOC $IEP 4HI .GUYEN 3CHOOL $ISTRICT 3CHAUMBURG ), $EBORAH 3HORT #ENTER
FOR !PPLIED ,INGUISTICS 7ASHINGTON $# #HERYL 5ROW )LLINOIS 2ESOURCE #ENTER $ES 0LAINES ), AND -ARCIA
6ARGAS 7AY #!"% #OVINA #!
&INALLY WE WOULD LIKE TO EXPRESS OUR GRATITUDE TO $ONALD ! 2ANARD A CONSULTING EDITOR TO THE #ENTER FOR
!PPLIED ,INGUISTICS FOR HIS ASSISTANCE IN EDITING THE MATERIALS IN THE 4OOLKIT 7E WOULD ALSO LIKE TO THANK THE
SIX INTERNAL AND EXTERNAL REVIEWERS FOR THEIR FEEDBACK ON AN EARLIER VERSION OF THIS DOCUMENT
4!",% /& #/.4%.43
4!",% /& #/.4%.43

)NTRODUCTION
0ROGRAM $ESIGN AND )MPLEMENTATION
/NLINE 2ESOURCES
#LASSROOM )NSTRUCTION
1!
)NTRODUCTION
,ANGUAGE $EVELOPMENT
$EVELOPMENT
$EVELOPMENT
,ITERACY )NSTRUCTION
#ROSS #ULTURAL #OMPETENCE
!SSESSMENT
!SSESSMENT
!SSESSMENT
3UPPORTING 3PECIAL 3TUDENT 0OPULATIONS
4EACHER 3UPPORTS
-ODEL ,ESSON 0LANS
)NTRODUCTION
&IRST 'RADE -ATH *APANESE 4ELLING 4IME
4HIRD 'RADE -ATH %NGLISH 4ANGRAMS
4HIRD 'RADE $ANCE 3PANISH
3ECOND 'RADE ,IBRARY %NGLISH
3AMPLES OF 3TUDENT 7ORK 4REASURE (UNT 7ORKSHEET
&OURTH 'RADE ,ANGUAGE !RTS %NGLISH
&IFTH 'RADE ,ANGUAGE !RTS 3PANISH 0ROVERBS
,ESSON 0LAN
3UPPLEMENTARY )NSTRUCTIONAL -ATERIALS
3TUDY 'UIDE
!DDITIONAL 2ESOURCES
0ARENTAL )NVOLVEMENT
47) /VERVIEW %NGLISH
47) /VERVIEW 3PANISH
0ARENTS 47) 1! %NGLISH
4HE 4WO 7AY )MMERSION 4OOLKIT

4!",% /& #/.4%.43
0ARENTS 47) 1! 3PANISH

(OME 3CHOOL #OMMUNICATION 4EMPLATE %NGLISH
(OME 3CHOOL #OMMUNICATION 4EMPLATE 3PANISH
!DDITIONAL 2ESOURCES %NGLISH
!DDITIONAL 2ESOURCES 3PANISH
'LOSSARY
!PPENDIX 2ED &OLDER 0ROCESS

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4HIS 4OOLKIT IS MEANT TO BE A RESOURCE FOR TEACHERS PARENTS AND ADMINISTRATORS INVOLVED WITH TWO
WAY IMMERSION 47) PROGRAMS PARTICULARLY THOSE AT THE ELEMENTARY LEVEL 4WO WAY IMMERSION IS A
FORM OF DUAL LANGUAGE INSTRUCTION THAT BRINGS TOGETHER STUDENTS FROM TWO NATIVE LANGUAGE GROUPS FOR
LANGUAGE LITERACY AND ACADEMIC CONTENT INSTRUCTION THROUGH TWO LANGUAGES 7HILE ALL FORMS OF DUAL
LANGUAGE INSTRUCTION SHARE THE GOALS OF PROMOTING BILINGUALISM AND BILITERACY DEVELOPMENT GRADE
LEVEL ACADEMIC ACHIEVEMENT AND POSITIVE CROSS CULTURAL ATTITUDES AND BEHAVIORS IN ALL STUDENTS ONLY
47) PROGRAMS HAVE RELATIVELY EQUAL NUMBERS OF NATIVE SPEAKERS OF BOTH LANGUAGES OF INSTRUCTION
)N THE 5NITED 3TATES THESE TWO GROUPS ARE NATIVE %NGLISH LANGUAGE SPEAKERS AND NATIVE SPEAKERS OF
ANOTHER LANGUAGE USUALLY 3PANISH "ECAUSE OF THE INTEGRATED NATURE OF THE PROGRAMS AND THE FACT
THAT INSTRUCTION IS PROVIDED TO ALL STUDENTS THROUGH BOTH LANGUAGES 47) PROGRAMS ALLOW STUDENTS
TO BE BOTH LANGUAGE LEARNERS AND LANGUAGE MODELS FOR THEIR PEERS &OR A MORE INDEPTH DISCUSSION
OF THE CRITICAL FEATURES OF 47) PROGRAMS SEE 4WO 7AY )MMERSION $ESIGNING AND )MPLEMENTING
A 4WO 7AY )MMERSION 0ROGRAM AT THE %LEMENTARY ,EVEL (OWARD #HRISTIAN
HTTPWWWCALORGCREDEPUBSEDPRACTICE%02HTM
4HE SUCCESS OF TWO WAY IMMERSION EDUCATION ,INDHOLM ,EARY 4HOMAS #OLLIER
COUPLED WITH THE INCREASING AWARENESS THAT THE 5NITED 3TATES NEEDS LINGUISTICALLY COMPETENT
AND CROSS CULTURALLY SAVVY CITIZENS 0EYTON 2ANARD -CGINNINIS HAS LED TO THE GROWING
POPULARITY OF THE PROGRAMS /VER THE LAST YEARS THE NUMBER OF 47) PROGRAMS HAS INCREASED
DRAMATICALLY FROM ONLY DOCUMENTED PROGRAMS IN ,INDHOLM TO MORE THAN
PROGRAMS IN MORE THAN STATES BY #ENTER FOR !PPLIED ,INGUISTICS
(OWEVER AS THE NEED FOR TEACHERS WHO ARE SPECIALIZED IN TEACHING IN 47) PROGRAMS HAS GROWN
ONLY A HANDFUL OF TEACHER PREPARATION PROGRAMS ADDRESS THE SPECIAL CONDITIONS THAT 47) TEACHERS
FACE &OR A LIST OF THESE TEACHER PREPARATION PROGRAMS SEE HTTPWWWCALORGTWI&!1
HTMPD?INST 4WO WAY IMMERSION PRESENTS ADDITIONAL PEDAGOGICAL AND LOGISTICAL CHALLENGES FOR
TEACHERS AS 47) TEACHERS MUST HELP TWO GROUPS OF STUDENTS WITH VARYING DEGREES OF PROlCIENCY
IN THE TWO LANGUAGES OF INSTRUCTION ACHIEVE GRADE LEVEL ACADEMIC COMPETENCE AS WELL AS LANGUAGE
AND LITERACY SKILLS IN BOTH LANGUAGES 4EACHERS MUST ALSO HELP STUDENTS DEVELOP CROSS CULTURAL SKILLS

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AND THE TEACHERS THEMSELVES MUST BE ABLE TO DEAL EFFECTIVELY AND SENSITIVELY WITH CULTURALLY AND
LINGUISTICALLY DIVERSE FAMILIES &URTHERMORE THE LOGISTICAL DEMANDS OF 47) ARE OFTEN VERY CHALLENGING
AS TEACHERS FREQUENTLY WORK IN TEAMS WITH ONE MEMBER PROVIDING INSTRUCTION IN %NGLISH AND THE
OTHER MEMBER PROVIDING INSTRUCTION IN THE OTHER LANGUAGE 4HIS TEAMING APPROACH REQUIRES A HIGH
LEVEL OF COORDINATION ACROSS TEACHER PARTNERS AND ALSO PLACES ADDITIONAL ADMINISTRATIVE DEMANDS
ON THE TEACHERS EG REPORT CARDS PARENT CONFERENCES ETC AS THEY ARE FREQUENTLY RESPONSIBLE
FOR A GREATER NUMBER OF STUDENTS IN TOTAL THAN THE TYPICAL ELEMENTARY CLASSROOM TEACHER 4HE
INCREASED PEDAGOGICAL AND LOGISTICAL DEMANDS ON 47) TEACHERS LIKEWISE PRESENT NEW CHALLENGES FOR
ADMINISTRATORS WHO MUST NOT ONLY WORK TO SUPPORT INDIVIDUAL TEACHERS IN THEIR ROLES AND TO ELICIT
PARENTAL INVOLVEMENT FROM A FREQUENTLY DIVERSE GROUP OF PARENTS BUT ALSO TO PROVIDE LEADERSHIP AS
TO THE NECESSARY SYSTEMS AND SUPPORTS AT THE PROGRAM LEVEL THAT WILL ENABLE THE PROGRAM TO FUNCTION
COHESIVELY
4HIS 4OOLKIT IS DESIGNED TO MEET THE GROWING DEMAND FROM TEACHERS ADMINISTRATORS AND PARENTS
FOR GUIDANCE RELATED TO THE EFFECTIVE IMPLEMENTATION OF 47) PROGRAMS !LTHOUGH THE 4OOLKIT IS
PRIMARILY INTENDED TO SUPPORT TEACHERS ADMINISTRATORS AND PARENTS WHO ARE NEW TO TWO WAY
IMMERSION THOSE WITH EXPERIENCE IN 47) MAY ALSO lND THE 4OOLKIT USEFUL 4HE 4OOLKIT IS COMPOSED
OF THREE SEGMENTS THAT ADDRESS PROGRAM DESIGN AND PLANNING CLASSROOM INSTRUCTION AND PARENTAL
INVOLVEMENT RESPECTIVELY "ECAUSE A LOT OF WORK HAS ALREADY BEEN DONE IN THE AREA OF PROGRAM
DESIGN THE PROGRAM DESIGN AND IMPLEMENTATION SEGMENT DOES NOT INCLUDE ORIGINAL MATERIAL
BUT RATHER SUMMARIZES USEFUL RESOURCES THAT ARE ALREADY AVAILABLE TO THE PUBLIC 4HE CLASSROOM
INSTRUCTION SEGMENT IS THE LARGEST OF THE THREE SEGMENTS AS THIS IS AN AREA WHERE LESS ATTENTION HAS
BEEN FOCUSED UP TO THIS POINT 4HIS SEGMENT INCLUDES A 1UESTION !NSWER 1! DOCUMENT ON
TEACHING IN 47) PROGRAMS MODEL LESSON PLANS THAT SHOW HOW BEST PRACTICES ARE IMPLEMENTED IN
THE 47) CLASSROOM A STUDY GUIDE TO FACILITATE THE USE OF THE 1! DOCUMENT AND MODEL LESSONS
FOR PROFESSIONAL DEVELOPMENT AND ADDITIONAL RESOURCES ON EFFECTIVE INSTRUCTIONAL PRACTICES IN 47)
PROGRAMS 4HE PARENTAL INVOLVEMENT SEGMENT IS DESIGNED TO BE USED BY TEACHERS AND ADMINISTRATORS
IN ORDER TO HELP PROMOTE STRONGER HOME SCHOOL CONNECTIONS BUT OF COURSE PARENTS ARE WELCOME
TO ACCESS THE MATERIALS DIRECTLY AS WELL $UAL LANGUAGE PARENTS WERE INVOLVED IN THE DEVELOPMENT
OF THE MATERIALS IN THIS SECTION IN AN EFFORT TO MAKE THEM PARENT FRIENDLY BUT TEACHERS AND
ADMINISTRATORS MAY CHOOSE TO TAILOR THE MATERIALS FURTHER TO MEET THE SPECIlC NEEDS OF THE PARENT

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POPULATION IN THEIR PARTICULAR PROGRAM 4HIS SEGMENT INCLUDES AN OVERVIEW OF TWO WAY IMMERSION
A 1! DOCUMENT THAT ADDRESSES QUESTIONS AND CONCERNS THAT PARENTS FREQUENTLY HAVE A HOME
SCHOOL COMMUNICATION TEMPLATE DESIGNED TO HELP CLASSROOM TEACHERS FACILITATE STRONG HOME SCHOOL
CONNECTIONS AND ADDITIONAL RESOURCES THAT INCLUDE SUGGESTED READINGS ON PARENT INVOLVEMENT IN
TWO WAY IMMERSION PROGRAMS AND LINKS TO RESOURCES THAT PARENTS MAY lND USEFUL !LL OF THE PARENT
MATERIALS ARE AVAILABLE IN 3PANISH AS WELL AS %NGLISH AS 3PANISH IS THE PREDOMINANT PARTNER LANGUAGE
IN MOST 47) PROGRAMS IN THE 5NITED 3TATES
7ITHIN AND ACROSS THE THREE SEGMENTS THERE IS REPETITION OF KEY IDEAS 4HIS REPETITION IS INTENTIONAL
AS THE 4OOLKIT IS DESIGNED SO THAT EACH COMPONENT IS ACCESSIBLE AND COMPREHENSIBLE INDEPENDENT OF
OTHER COMPONENTS 4HAT IS BECAUSE THIS IS A WEB BASED PRODUCT WE ASSUME THAT MANY READERS WILL
CHOOSE TO ACCESS ONLY THOSE COMPONENTS THAT ARE OF GREATEST INTEREST TO THEM !S A RESULT WE HAVE
MADE THE DECISION TO REPEAT INFORMATION AT TIMES IN ORDER TO ENSURE THAT EACH COMPONENT IS SELF
EXPLANATORY )N ADDITION THROUGHOUT THE 4OOLKIT CERTAIN TERMS THAT MAY NOT BE FAMILIAR TO ALL READERS
ARE HIGHLIGHTED AND AN EXPLANATION OF THE TERM CAN BE FOUND BY SIMPLY CLICKING ON IT
7E HOPE THAT THE MATERIALS INCLUDED IN THIS TOOLKIT WILL BE A USEFUL RESOURCE TO TEACHERS
ADMINISTRATORS AND PARENTS AND THAT THEY WILL HELP TO PROMOTE STRONGER PROGRAM DESIGN AND
IMPLEMENTATION BETTER INSTRUCTIONAL PRACTICES AND IMPROVED HOME SCHOOL CONNECTIONS IN 47)
PROGRAMS ACROSS THE COUNTRY
2EFERENCES
#ENTER FOR !PPLIED ,INGUISTICS $IRECTORY OF TWO WAY BILINGUAL IMMERSION PROGRAMS IN THE
53 2ETRIEVED !UGUST FROM HTTPWWWCALORGTWIDIRECTORY
(OWARD %2 #HRISTIAN $ 4WO 7AY )MMERSION $ESIGNING AND )MPLEMENTING A
4WO 7AY )MMERSION 0ROGRAM AT THE %LEMENTARY ,EVEL %DUCATIONAL 0RACTICE 2EPORT
#ENTER FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE AND THE #ENTER FOR !PPLIED
,INGUISTICS 3ANTA #RUZ #! AND 7ASHINGTON $#
,INDHOLM +* $IRECTORY OF BILINGUAL IMMERSION PROGRAMS %DUCATIONAL 2EPORT .O
,OS !NGELES #ENTER FOR ,ANGUAGE %DUCATION AND 2ESEARCH 5#,!

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,INDHOLM ,EARY + $UAL ,ANGUAGE %DUCATION #LEVEDON -ULTILINGUAL -ATTERS
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A NATIONAL RESOURCE 7ASHINGTON $# AND -C(ENRY ), #ENTER FOR !PPLIED ,INGUISTICS AND
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4HOMAS 7 0 #OLLIER 6 3CHOOL %FFECTIVENESS FOR ,ANGUAGE -INORITY 3TUDENTS 7ASHINGTON
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4HOMAS 7 0 #OLLIER 6 ! .ATIONAL 3TUDY OF 3CHOOL %FFECTIVENESS FOR ,ANGUAGE -INORITY
3TUDENTS ,ONG 4ERM !CADEMIC !CHIEVEMENT 3ANTA #RUZ #! AND 7ASHINGTON $# #ENTER
FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE !VAILABLE HTTPWWWCREDEUCSCEDU
RESEARCHLLAA ?lNALHTML

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/NLINE 2ESOURCES
$EVELOPMENT AND -AINTENANCE OF 4WO 7AY )MMERSION 0ROGRAMS !DVICE FROM 0RACTITIONERS
BY *ULIE 3UGARMAN AND %LIZABETH 2 (OWARD
HTTPWWWCALORGCREDEPUBS0RAC"RIEFHTM
$UAL ,ANGUAGE 0ROGRAM 0LANNER ! 'UIDE FOR $ESIGNING AND )MPLEMENTING $UAL ,ANGUAGE 0ROGRAMS
BY %LIZABETH 2 (OWARD .ATALIE /LAGUE AND $AVID 2OGERS
HTTPCALSTORECALORGSTOREDETAILASPX)$
'UIDING 0RINCIPLES FOR $UAL ,ANGUAGE %DUCATION BY %LIZABETH 2 (OWARD +ATHRYN ,INDHOLM
,EARY *ULIE 3UGARMAN $ONNA #HRISTIAN AND $AVID 2OGERS
HTTPWWWCALORGTWIGUIDINGPRINCIPLESHTM
)MPLEMENTING 4WO 7AY )MMERSION 0ROGRAMS IN 3ECONDARY 3CHOOLS BY #HRISTOPHER -ONTONE
AND -ICHAEL ,OEB
/NLINE 2ESOURCE 'UIDE FOR 4WO 7AY $UAL )MMERSION BY %LIZABETH 2 (OWARD
HTTPWWWCALORGRESOURCESFAQSRGOSWAYHTML
0ROGRAM !LTERNATIVES FOR ,INGUISTICALLY $IVERSE 3TUDENTS EDITED BY &RED 'ENESEE
4RENDS IN 4WO 7AY )MMERSION %DUCATION ! 2EVIEW OF THE 2ESEARCH BY %LIZABETH 2 (OWARD
*ULIE 3UGARMAN AND $ONNA #HRISTIAN
HTTPWWWCSOSJHUEDUCRESPARTECH2EPORTSREPORTPDF
4WO 7AY )MMERSION $ESIGNING AND )MPLEMENTING A 4WO 7AY )MMERSION %DUCATION 0ROGRAM
AT THE %LEMENTARY ,EVEL BY %LIZABETH 2 (OWARD AND $ONNA #HRISTIAN

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!DDITIONAL 2ESOURCES ON #!,S 47) WEB PAGE
$IRECTORY OF 4WO 7AY "ILINGUAL 0ROGRAMS IN THE 5NITED 3TATES

HTTPWWWCALORGTWIDIRECTORY
0UBLICATIONS 0RODUCTS AND /NLINE 2ESOURCES FROM #!,#2%$% 2ESEARCHERS

HTTPWWWCALORGPUBSTWOWAY?PHTML
&REQUENTLY !SKED 1UESTIONS !BOUT 4WO 7AY )MMERSION

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1UESTIONS AND !NSWERS )NTRODUCTION #,!332//- ).3425#4)/.
#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS
)NTRODUCTION
4HIS 1UESTION AND !NSWER 1! DOCUMENT IS MEANT TO PROVIDE GUIDANCE ON IMPORTANT ASPECTS OF
INSTRUCTION IN 47) CLASSROOMS SUCH AS LANGUAGE AND LITERACY DEVELOPMENT WORKING WITH SPECIAL STU
DENT POPULATIONS AND TEACHER PREPARATION AND SUPPORT 4O GENERATE THE QUESTIONS WE VISITED TWO
NEW 47) PROGRAMS A PROGRAM ON THE %AST #OAST AND A PROGRAM ON THE 7EST #OAST
AND BRAINSTORMED QUESTIONS WITH TEACHERS IN THOSE PROGRAMS
7E THEN GROUPED THE QUESTIONS INTO SECTIONS BY THEME ,ANGUAGE $EVELOPMENT ,ITERACY )NSTRUC
TION #ROSS #ULTURAL #OMPETENCE !SSESSMENT 3UPPORTING 3PECIAL 3TUDENT 0OPULATIONS AND 4EACH
ER 3UPPORTS .EXT WE SOLICITED RESPONSES FOR EACH THEMATIC CHUNK FROM EXPERTS IN THE lELD 4HE
EXPERTS WHO ARE LISTED AS CONTRIBUTORS IN THE ACKNOWLEDGEMENTS SECTION OF THIS DOCUMENT HAVE
VARYING EXPERIENCES IN DUAL LANGUAGE EDUCATION AS TEACHERS ADMINISTRATORS PARENTS TEACHER TRAIN
ERS AND RESEARCHERS MANY IN FACT HAVE HAD MULTIPLE ROLES )N AN EFFORT TO ENSURE THAT EACH ANSWER
REPRESENTS CONSENSUS IN THE lELD ON A GIVEN TOPIC RATHER THAN THE PERSONAL BELIEFS OF AN INDIVIDUAL
RESPONDENT WE SOLICITED RESPONSES FROM TWO TO lVE EXPERTS FOR EACH QUESTION &INALLY WE SYNTHE
SIZED THE MULTIPLE RESPONSES INTO A SINGLE UNIlED ANSWER TO EACH QUESTION 7HERE POSSIBLE LINKS TO
SUPPORTING DOCUMENTS REFERENCED IN THE ANSWERS SUCH AS GUIDELINES FOR THE IDENTIlCATION OF STU
DENTS WITH SPECIAL NEEDS ARE PROVIDED AS WELL
7HEN READING THROUGH THE 1! RESPONSES IT IS IMPORTANT TO KEEP A FEW THINGS IN MIND &IRST WHILE
WE ATTEMPTED TO ENSURE CONSENSUS IN THE lELD BY SOLICITING INPUT FROM MULTIPLE EXPERTS FOR EACH
QUESTION IT IS CERTAINLY POSSIBLE THAT THERE ARE OTHER EQUALLY VALID ANSWERS THAT ARE NOT INCLUDED HERE
OR THAT SOME ANSWERS PROVIDED HERE ARE NOT APPROPRIATE IN CERTAIN CONTEXTS 3ECOND TO THE EXTENT
POSSIBLE THE RESEARCH BASE IN SUPPORT OF THE RESPONSES IS PROVIDED HOWEVER IN SOME CASES NO
RESEARCH EXISTS TO PROVIDE GUIDANCE )N THOSE CASES THE RESPONSES ARE BASED ON THE EXPERTS AC
CUMULATED EXPERIENTIAL KNOWLEDGE AND ANECDOTAL EVIDENCE WITH REGARD TO BEST PRACTICES &OR BOTH
OF THESE REASONS THE READER SHOULD NOT THINK OF THE ANSWERS AS DElNITIVE RESPONSES THAT WILL ALWAYS
APPLY IN EVERY SITUATION 5LTIMATELY IT IS THE RESPONSIBILITY OF EACH READER TO CONSIDER HIS OR HER CON
TEXT AND DETERMINE THE EXTENT TO WHICH THESE ANSWERS APPLY IN THAT SETTING

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS )NTRODUCTION
&INALLY WHILE THESE ARE QUESTIONS POSED BY 47) TEACHERS IN MANY CASES THE QUESTION AND ITS ANSWER
COULD ALSO APPLY TO OTHER LANGUAGE LEARNING SITUATIONS SUCH AS TRANSITIONAL BILINGUAL OR %NGLISH AS
A SECOND LANGUAGE %3, EDUCATION 4HIS IS NOT OVERLY SURPRISING AS MOST EDUCATIONAL SETTINGS FOR
SECOND LANGUAGE LEARNERS SHARE IMPORTANT CHARACTERISTICS AND FACE SIMILAR CHALLENGES (OWEVER TO
THE EXTENT POSSIBLE WE PROVIDE RESPONSES SPECIlC TO TWO WAY IMMERSION AS WELL AS VIGNETTES FROM
47) PROGRAMS TO HELP CLARIFY HOW THE ISSUE WOULD PLAY OUT IN A 47) SETTING

1UESTIONS AND !NSWERS ,ANGUAGE $EVELOPMENT #,!332//- ).3425#4)/.
,ANGUAGE $EVELOPMENT
7HY DO 47) PROGRAMS STRICTLY SEPARATE THE TWO LANGUAGES FOR INSTRUCTION
)S THERE RESEARCH TO SUPPORT THIS PRACTICE
)T IS IMPORTANT THAT TWO WAY IMMERSION TEACHERS HELP THEIR STUDENTS ACCESS EACH LANGUAGE OF
INSTRUCTION THROUGH THAT LANGUAGE %XPOSING THEM TO CONSISTENT PERIODS OF INSTRUCTION THROUGH EACH
LANGUAGE IS ONE WAY TO HELP THEM lGURE OUT HOW THE LANGUAGE WORKS 3YSTEMATIC TRANSLATION OF
INFORMATION IS INEFFECTIVE AND CAN UNDERMINE STUDENTS SECOND LANGUAGE DEVELOPMENT FOR SEVERAL
REASONS
s )F STUDENTS KNOW THAT A TRANSLATION IN THEIR STRONGER LANGUAGE WILL BE PROVIDED THEY ARE
LIKELY TO TUNE OUT INSTRUCTION IN THEIR WEAKER LANGUAGE
s 4EACHERS WHO RELY ON TRANSLATION ARE LESS LIKELY TO MAKE APPROPRIATE ACCOMMODATIONS FOR
COMPREHENSIBLE INPUT THROUGH THE SECOND LANGUAGETHAT IS THEY ARE LESS LIKELY TO TRY TO
ADAPT THE LANGUAGE OF INSTRUCTION TO THE LEARNERS LEVEL OF COMPREHENSION
s 4RANSLATION IS LIKELY TO BE BIASED TOWARDS %NGLISH DURING INSTRUCTIONAL TIME IN 3PANISH OR
OTHER PARTNER LANGUAGES 4OO MUCH RELIANCE ON TRANSLATION CAN SIGNIlCANTLY REDUCE THE
TIME SPENT WORKING IN AND THROUGH THE PARTNER LANGUAGE
&OR THESE REASONS THE IMPORTANCE OF LANGUAGE SEPARATION IS SUPPORTED BY DUAL LANGUAGE RESEARCHERS
IN $UAL ,ANGUAGE )NSTRUCTION ! (ANDBOOK FOR %NRICHED %DUCATION BY #LOUD 'ENESEE AND (AMAYAN
AS WELL AS $UAL ,ANGUAGE %SSENTIALS FOR 4EACHERS AND !DMINISTRATORS BY &REEMAN &REEMAN AND
-ERCURI
(OWEVER THIS IS NOT TO SAY THAT THE TWO PROGRAM LANGUAGES SHOULD NEVER BE USED SIMULTANEOUSLY
DURING INSTRUCTION #LASSROOM DISCUSSIONS ABOUT LANGUAGE SUCH AS CROSS LINGUISTIC COMPARISONS OF
VOCABULARY EG COGNATES ARE APPROPRIATE CONTEXTS FOR USING BOTH PROGRAM LANGUAGES TOGETHER
AS THIS TYPE OF JOINT USE CAN STRENGTHEN STUDENTS DEVELOPMENT IN EACH LANGUAGE AS WELL AS FOSTER
IMPORTANT LINKS BETWEEN THE TWO LANGUAGES !UGUST #ALDERØN #ARLO #ARLO !UGUST
-C,AUGHLIN 3NOW $RESSLER ,IPPMAN ,IVELY 7HITE 3IMILARLY BECAUSE OF THE INEVITABLE
LANGUAGE SHIFTS THAT OCCUR WHEN TWO DIFFERENT LANGUAGE COMMUNITIES COME TOGETHER MANY 3PANISH
SPEAKING COMMUNITIES IN THE 5NITED 3TATES SPEAK A BLENDED VARIETY OF 3PANISH AND %NGLISH AND
IT CAN BE APPROPRIATE TO PROVIDE OPPORTUNITIES FOR STUDENTS IN THESE COMMUNITIES TO USE SUCH

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS ,ANGUAGE $EVELOPMENT
HYBRID LANGUAGE FORMS ON OCCASION (ADI 4ABASSUM 3UCH CONSCIOUS TEACHING STRATEGIES
SUPPORT BILINGUAL DEVELOPMENT BY BUILDING ON ALL THE LINGUISTIC RESOURCES THAT STUDENTS HAVE AND
HELPING STUDENTS TO RECOGNIZE SOCIOCULTURAL CUES ABOUT WHEN IT IS APPROPRIATE TO USE STANDARD
OR NON STANDARD FORMS OF A LANGUAGE (OWEVER 47) TEACHERS MUST BE VERY JUDICIOUS IN THEIR
SIMULTANEOUS USE OF BOTH PROGRAM LANGUAGES AND BE CONSCIOUS OF HOW WHY AND WHEN THEY ADOPT
THIS PRACTICE 4HE SIMULTANEOUS USE OF BOTH LANGUAGES FOR TRANSLATION OF ACADEMIC CONTENT IS CLEARLY
NOT RECOMMENDED
)N THE DUAL LANGUAGE PROGRAMS OF 3CHOOL $ISTRICT IN 3CHAUMBURG ), HTTPWEBSD

KILUSINDEXASP TEACHERS HAVE FOUND THAT WHEN LANGUAGE SEPARATION IS MAINTAINED IN TIME PLACE
TEACHER AND CONTENT STUDENTS LANGUAGE PRODUCTION IN THE PARTNER LANGUAGE INCREASES OVER TIME
4HEY HAVE OBSERVED THIS IN 'RADES AND IN BOTH THEIR %NGLISH 3PANISH AND %NGLISH *APANESE
PROGRAMS
"ECAUSE RESEARCH HAS SHOWN THAT A NATURAL LANGUAGE ENVIRONMENT ENCOURAGES THE DEVELOPMENT
OF COMMUNICATION SKILLS $ULAY "URT +RASHEN THE +EY %LEMENTARY IMMERSION PROGRAM
IN !RLINGTON6! 0UBLIC 3CHOOLS HTTPWWWARLINGTONKVAUSSCHOOLSKEYBROCHURESHTML
PROMOTES THE DEVELOPMENT OF A NATURAL LANGUAGE ENVIRONMENT AND USES THIS AS A GUIDING PRINCIPLE
FOR THEIR CLASSROOMS !S A RESULT THE PROGRAM DISCOURAGES THE USE OF TRANSLATION BECAUSE IT DISRUPTS
THE NATURAL mOW OF SPEECH 4EACHERS BELIEVE THAT IF THEY HAVE HIGH EXPECTATIONS FOR THEIR STUDENTS
AND UTILIZE APPROPRIATE INSTRUCTIONAL STRATEGIES THE STUDENTS WILL MAKE GREAT PROGRESS IN THE TWO
LANGUAGES OF THE PROGRAM
&INALLY WHILE TRANSLATION OF ACADEMIC CONTENT IS NOT CONSIDERED AN APPROPRIATE TEACHING STRATEGY
IN 47) SETTINGS IT CAN BE APPROPRIATE TO TEACH STUDENTS TRANSLATION AND INTERPRETATION SKILLS AT THE
SECONDARY LEVEL WHEN THEIR LANGUAGE AND LITERACY SKILLS IN BOTH LANGUAGES HAVE REACHED HIGH LEVELS
&OR EXAMPLE THE )NTERNATIONAL 3TUDIES 0ROGRAM IN THE #AMBRIDGE -! 0UBLIC 3CHOOL $ISTRICT
HTTPWWWCPSDUSCPSDIR"ILING?INTL#2,3CFM PROVIDES COURSES IN MEDICAL AND LEGAL
INTERPRETATION 4HESE KINDS OF COURSES PREPARE STUDENTS FOR JOBS THAT CAPITALIZE ON THE STUDENTS
BILINGUALISM AND BILITERACY AND ARE THEREFORE QUITE APPROPRIATE AT THE SECONDARY LEVEL

(OW LONG DOES IT USUALLY TAKE STUDENTS TO START UNDERSTANDING AND THEN START
SPEAKING IN THEIR SECOND LANGUAGE $OES THE RATE VARY BY NATIVE LANGUAGE AND
PROGRAM MODEL
4HE ANSWER TO THIS QUESTION DEPENDS ON A NUMBER OF FACTORS &IRST INDIVIDUAL STUDENT FACTORS SUCH
AS AGE PERSONALITY AND GENDER INmUENCE THE RATE OF SECOND LANGUAGE ACQUISITION %ARLY RESEARCH ON
FOREIGN LANGUAGE IMMERSION FOUND THAT A STUDENTS POSITIVE ATTITUDE AND MOTIVATION CONTRIBUTE TO THE
ACHIEVEMENT OF ADDITIVE BILINGUALISM 'ARDNER ,AMBERT ,AMBERT 4UCKER 3ECOND
INSTRUCTIONAL FACTORS SUCH AS PROGRAM MODEL AND THE QUALITY OF THE INSTRUCTIONAL ENVIRONMENT ALSO
PLAY A ROLE IN SECOND LANGUAGE ACQUISITION 3TUDIES HAVE SHOWN THAT WHILE THE %NGLISH LANGUAGE AND
LITERACY SKILLS OF NATIVE 3PANISH SPEAKERS IN PROGRAMS ARE INITIALLY LOWER THAN THOSE OF NATIVE
3PANISH SPEAKERS IN PROGRAMS THERE ARE NO DIFFERENCES BETWEEN THE TWO GROUPS BY THE
UPPER ELEMENTARY OR SECONDARY GRADES #ONVERSELY FOR NATIVE %NGLISH SPEAKERS 3PANISH LANGUAGE
AND LITERACY SKILLS OF STUDENTS IN PROGRAMS ARE CONSISTENTLY HIGHER THAN THOSE OF STUDENTS IN
PROGRAMS AT ALL GRADE LEVELS ,INDHOLM ,EARY (OWARD IN PRESS ,INDHOLM ,EARY
&INALLY SOCIOCULTURAL FACTORS SUCH AS THE LANGUAGE OF THE WIDER SOCIETY AND THE EXTENT TO WHICH
EACH OF THE LANGUAGES OF INSTRUCTION IS VALUED AND USED IN THE COMMUNITY ALSO PLAY A ROLE IN SECOND
LANGUAGE ACQUISITION &OR MORE INDEPTH RESOURCES ON SECOND LANGUAGE ACQUISITION SEE THE ANNOTATED
BIBLIOGRAPHY OF MATERIALS FOR CLASSROOM INSTRUCTION
)N 3CHOOL $ISTRICT IN 3CHAUMBURG ), HTTPWEBSDKILUSINDEXASP STUDENTS START

UNDERSTANDING CLASSROOM ROUTINES AND SIMPLE PHRASES IN THEIR SECOND LANGUAGE A FEW WEEKS AFTER
STARTING IN THE DUAL LANGUAGE PROGRAM (OWEVER THE RATE OF COMPREHENSION SEEMS TO VARY
BETWEEN THE TWO LANGUAGE GROUPS 4HE MAJORITY OF THE %NGLISH LANGUAGE LEARNERS HAVE LITTLE DIFlCULTY
UNDERSTANDING MOST OF WHAT IS SAID TO THEM IN %NGLISH BY THE END OF lRST GRADE OR THE BEGINNING OF
SECOND GRADE &OR CHILDREN WHO ARE LEARNING 3PANISH OR *APANESE LISTENING COMPREHENSION SKILLS TAKE
LONGER "Y THE END OF SECOND GRADE OR THE BEGINNING OF THIRD THESE STUDENTS UNDERSTAND MUCH OF
WHAT IS SAID AS LONG AS IT CONCERNS A CONCRETE TOPIC 4HEY OFTEN HAVE DIFlCULTY IF THE SPEAKER CHANGES
THE TOPIC OR DISCUSSES SOMETHING ABSTRACT

&OR %NGLISH LANGUAGE LEARNERS LANGUAGE PRODUCTION DOESNT SEEM TO LAG FAR BEHIND LISTENING
COMPREHENSION )N lRST GRADE MOST OF THE STUDENTS RESPOND IN %NGLISH WHEN SPOKEN TO IN %NGLISH
4HEIR VOCABULARY AND KNOWLEDGE OF %NGLISH SENTENCE STRUCTURE MAY BE LIMITED BUT STUDENTS SELDOM
RESPOND IN 3PANISH WHEN SPOKEN TO IN %NGLISH &OR NATIVE %NGLISH SPEAKERS HOWEVER SPEAKING
PROlCIENCY GENERALLY TAKES LONGER TO DEVELOP 4HEY OFTEN DONT RESPOND IN 3PANISH OR *APANESE
WHEN SPOKEN TO IN THOSE LANGUAGES DURING lRST GRADE UNLESS SPECIlCALLY PROMPTED TO DO SO 4HEY
ARE ALSO MORE LIKELY TO RESPOND IN THE PARTNER LANGUAGE IF THE QUESTION REQUIRES ONLY A SINGLE WORD
ANSWER OR USES A SENTENCE PATTERN THEY HAVE REVIEWED FREQUENTLY "Y THE END OF SECOND GRADE
STUDENTS USE THEIR SECOND LANGUAGE MORE OFTEN TO ANSWER IN CLASS BUT EVEN IN THIRD GRADE SOME
STUDENTS WILL ONLY SPEAK IN 3PANISH OR *APANESE WHEN SPECIlCALLY PROMPTED OR REMINDED
)N +EYS PROGRAM IN !RLINGTON 6! HTTPWWWARLINGTONKVAUSSCHOOLSKEYBROCHURE

SHTML STUDENTS BEGIN TO SHOW COMPREHENSION OF THEIR SECOND LANGUAGE WITHIN THE lRST WEEK OF
INSTRUCTION 4HEY ARE EXPOSED TO BASIC VOCABULARY AND COMMANDS IN THEIR SECOND LANGUAGE FROM
THE lRST DAY THEY ARRIVE IN SCHOOL 4HE TEACHER MODELS AND REPEATS SIMPLE COMMANDS SUCH AS h3IT
DOWNv h'ET UPv AND h2AISE YOUR HANDv AND ASKS THE STUDENTS TO hACT SOMETHING OUTv OR REPEAT
WHAT SHE DOES "Y OBSERVING THE TEACHER MODELING THE BEHAVIOR AND BY SEEING THEIR PEERS RESPOND
TO THEIR TEACHERS COMMANDS STUDENTS ARE PROVIDED WITH A CONTEXT FOR THE NEW WORDS THEY ARE
LEARNING
"ECAUSE THE TEACHER REPEATS THE SAME COMMANDS AND FOLLOWS A DAILY ROUTINE CONSISTENTLY SOME
STUDENTS BEGIN TO SHOW AN UNDERSTANDING OF THESE COMMANDS AS EARLY AS THE lRST WEEK IN THE
PROGRAM 4WO OR THREE WEEKS AFTER STARTING THE PROGRAM STUDENTS ANSWER SIMPLE QUESTIONS SUCH
AS h(OW ARE YOUv AND h7HAT DAY OF THE WEEK IS ITv WITH ONE WORD ANSWERS SUCH AS h&INEv AND
h-ONDAYv )NITIALLY STUDENTS PROVIDE CHORAL RESPONSES WHOLE GROUP RESPONSES ,ATER TEACHERS
DIRECT QUESTIONS TO INDIVIDUAL STUDENTS -ANY TIMES THE NATIVE SPEAKERS OF THE LANGUAGE OF INSTRUCTION
VOLUNTEER THE ANSWER IF A STUDENT DOESNT KNOW HOW TO REPLY "Y REPEATING WHAT ANOTHER STUDENT
SAYS THE SECOND LANGUAGE LEARNER BEGINS TO INTERNALIZE VOCABULARY AND LANGUAGE STRUCTURES "Y THE
SECOND YEAR IN THE PROGRAM MOST STUDENTS CAN EXPRESS THEMSELVES IN FULL IF NOT TOTALLY CORRECT
SENTENCES

(OW DO YOU ENCOURAGE STUDENTS TO USE THE LANGUAGE OF INSTRUCTION PARTICULARLY

WHEN IT IS THE MINORITY LANGUAGE (OW DO YOU GET STUDENTS TO TAKE RISKS WHEN THEY
ARE SPEAKING IN THEIR SECOND LANGUAGE
4HERE ARE MANY THINGS THAT BOTH TEACHERS AND PARENTS CAN DO TO ENCOURAGE LEARNERS TO USE THE
LANGUAGE OF INSTRUCTION AND TAKE RISKS WITH IT
!T SCHOOL TEACHERS ESTABLISH THE CONDITIONS FOR LANGUAGE USE THROUGH THE LESSON PLANNING PROCESS
)N PLANNING LESSONS TEACHERS MAKE SURE THAT THEY NOT ONLY PROVIDE SECOND LANGUAGE LEARNERS
COMPREHENSIBLE INPUTTHAT IS LANGUAGE THEY CAN UNDERSTANDBUT ALSO ENCOURAGE COMMUNICATIVE
LANGUAGE OUTPUT 4HIS IS THE FULL CYCLE OF SECOND LANGUAGE DEVELOPMENT THAT TEACHERS PROMOTE
MAKING LANGUAGE COMPREHENSIBLE TO THE STUDENTS RECEPTIVE LANGUAGE AND PROMOTING LANGUAGE
USE ON THE PART OF THE STUDENTS EXPRESSIVE LANGUAGE #LOUD (AMAYAN 4HROUGH CAREFUL
PLANNING TEACHERS lRST CREATE ACTIVITIES TO DEVELOP STUDENTS COMPREHENSION OF THE LANGUAGE NEEDED
TO UNDERSTAND LESSON CONTENT AND THEN THEY CREATE TASKS IN WHICH STUDENTS ACTIVELY USE THE LANGUAGE
OF INSTRUCTION SO THAT IT CAN BE FULLY ACQUIRED
)N EFFECTIVE LESSONS TEACHERS SET UP TASKS IN WHICH MEANINGFUL COMMUNICATION TAKES PLACE AROUND
THE PARTICULAR CONTENT BEING TAUGHT AND IN WHICH LEARNERS ARE PROVIDED MANY OPPORTUNITIES TO USE
THE TARGET VOCABULARY AND EXPRESSIONS &OR EXAMPLE STUDENTS MIGHT REPORT WHAT THEY NOTICED DURING
A CLASS EXPERIMENT OR IN A STORY THEY HAVE READ OR THEY MIGHT WORK IN PAIRS TAKING TURNS ASKING AND
ANSWERING QUESTIONS ABOUT THE CONTENT %FFECTIVE TEACHERS ESTABLISH CONDITIONS IN THE CLASSROOM THAT
ENCOURAGE LANGUAGE USE AND THEY PROVIDE FEEDBACK IN A NONTHREATENING AND SUPPORTIVE WAY EG
BY PRAISING STUDENTS EFFORTS TO SPEAK IN THE LANGUAGE OF INSTRUCTION AND HONORING THEIR ATTEMPTS TO
COMMUNICATE IN THAT LANGUAGE %FFECTIVE 47) TEACHERS ALSO USE STAGE APPROPRIATE LANGUAGETHAT IS
LANGUAGE THAT MATCHES A STUDENTS DEVELOPMENTAL LEVEL SO THAT HE OR SHE CAN PARTICIPATE AT OR CLOSE
TO HIS OR HER PROlCIENCY LEVEL 3OME STUDENTS MIGHT POINT TO AN ILLUSTRATION OTHERS MIGHT GIVE A ONE
WORD OR SHORT PHRASE RESPONSE AND STILL OTHERS MIGHT GIVE A FULL EXPLANATION

)N THE CLASSROOM THERE ARE MANY THINGS THAT TEACHERS CAN DO TO ENCOURAGE STUDENTS TO USE THE
LANGUAGE OF INSTRUCTION AND TO TAKE RISKS WITH IT
s 0ROVIDE A NURTURING ENVIRONMENT FROM THE BEGINNING OF THE YEAR IN WHICH STUDENTS FEEL
COMFORTABLE TAKING RISKS WITH LANGUAGE 2ESPECT STUDENTS AND EXPECT THEM TO RESPECT EACH
OTHER AND EACH OTHERS MISTAKES 0ROVIDE FEEDBACK IN A NONTHREATENING AND SUPPORTIVE WAY
EG BY PRAISING STUDENTS EFFORTS TO SPEAK IN THE LANGUAGE OF INSTRUCTION AND HONORING THEIR
ATTEMPTS TO COMMUNICATE IN IT
s 0ROVIDE AMPLE OPPORTUNITIES FOR SPEAKING 4HIS REQUIRES THAT TEACHERS MONITOR THE AMOUNT
OF TIME THEY THEMSELVES SPEND TALKING 3HOW GENUINE INTEREST WHEN STUDENTS TALK
s 3ET UP TASKS IN WHICH MEANINGFUL COMMUNICATION TAKES PLACE AROUND THE PARTICULAR CONTENT
BEING TAUGHT
s (AVE A CLEAR UNDERSTANDING OF WHICH LANGUAGE GOALS CAN BE MAXIMIZED IN A LESSON
AND PROVIDE THE STUDENTS WITH MODEL SENTENCES THEY CAN USE WHEN SPEAKING &OR INSTANCE
FOR FORMULATING A HYPOTHESIS DURING A SCIENCE EXPERIMENT THE TEACHER MAY PROVIDE THE
SENTENCE FRAME FOR THE STUDENTS TO USE h)F ) ADD WATER TO THE SOLUTION THEN THIS WILL
HAPPEN v 4HIS KIND OF SUPPORT WILL MAKE THE STUDENTS FEEL MORE SECURE ABOUT HOW TO SAY
WHAT THEY HAVE IN MIND
s 5SE STAGE APPROPRIATE LANGUAGELANGUAGE THAT MATCHES THE STUDENTS DEVELOPMENTAL
LEVELSSO THAT EACH STUDENT CAN PARTICIPATE AT HIS OR HER PROlCIENCY LEVEL )N RESPONSE TO
A QUESTION ONE STUDENT MIGHT POINT TO AN ILLUSTRATION ANOTHER MIGHT GIVE A ONE WORD OR
SHORT PHRASE RESPONSE AND A THIRD MIGHT GIVE A FULL EXPLANATION
s 0ROVIDE SECOND LANGUAGE LEARNERS WITH BASIC INTERACTIONAL PHRASES TO KEEP THE CONVERSATION
GOING 4HIS FOCUS ON SOCIAL LANGUAGE IS OFTEN OVERLOOKED IN TEACHING THE PARTNER LANGUAGE
IN PARTICULAR )T CAN INCLUDE PHRASES SUCH AS h(OW DO YOU SAY ????? IN 3PANISHv h)TS MY
TURNv AND h#AN ) HAVE ?????v
s +NOW THAT STUDENTS WILL MAKE MISTAKES AND DO NOT ATTEMPT TO CORRECT ALL OF THEM
SEE 1UESTION )T TAKES YEARS TO MASTER A LANGUAGE
s #ONSIDER SETTING UP AGE APPROPRIATE REWARD SYSTEMS TO MOTIVATE THE STUDENTS TO USE
THE SECOND LANGUAGE KEEPING IN MIND THE VARYING CULTURAL VIEWS UNDERSTANDINGS AND
PRACTICES CONCERNING THE USE OF REWARDS AMONG STUDENTS AND THEIR FAMILIES

s 0RAISE PRAISE PRAISE !GAIN IT IS IMPORTANT TO BE MINDFUL ABOUT POTENTIAL CULTURAL DIFFERENCES
WITH REGARD TO THE USE OF PRAISE FOR STUDENTS IN THE CLASSROOM
)N THE DUAL LANGUAGE PROGRAMS IN 3CHOOL $ISTRICT IN 3CHAUMBURG ), HTTPWEBSD

KILUSINDEXASP TEACHERS HAVE TRIED DIFFERENT APPROACHES TO ENCOURAGING SECOND LANGUAGE USE
WITH VARIOUS DEGREES OF SUCCESS !T ONE SCHOOL THE PARENT TEACHER ASSOCIATION SPONSORS THE h) GOT
CAUGHT SPEAKING MY SECOND LANGUAGEv PROGRAM ! STUDENT hCAUGHTv USING THE SECOND LANGUAGE
RECEIVES A TICKET WHICH IS ENTERED IN A WEEKLY LOTTERY !NOTHER STRATEGY IS FOR TEACHERS TO ADD A
PEBBLE TO A JAR WHEN STUDENTS USE THEIR SECOND LANGUAGE OR WHEN THEY HELP ANOTHER STUDENT TO
USE HIS OR HER SECOND LANGUAGE ! FULL JAR RESULTS IN A CLASS PARTY .ONE OF THESE EXTRINSIC REWARDS
IS NECESSARY WHEN STUDENTS ARE IN THE %NGLISH LANGUAGE DOMAIN %ITHER STUDENTS ARE INTRINSICALLY
MOTIVATED TO SPEAK %NGLISH OR THE EXTRINSIC MOTIVATORS ARE ALREADY IN THE ENVIRONMENT AND THE
TEACHER DOES NOT NEED TO CREATE THEM
0ARENTS ALSO HAVE A ROLE TO PLAY IN GETTING THEIR CHILDREN TO USE THEIR SECOND LANGUAGE 4HEY CAN
PROVIDE THEIR CHILDREN WITH AUDIO AND VIDEO RECORDED MATERIALS RECORDED BOOKS AND SONGS $6$S
OR VIDEOS IN THE SECOND LANGUAGE 0ARENTS CAN ALSO CREATE OPPORTUNITIES FOR LANGUAGE USE BY TAKING
THEIR CHILD TO PLACES WHERE THE SECOND LANGUAGE IS USED SUCH AS RESTAURANTS STORES AND LIBRARIES
4HEY CAN ALSO WORK TO ESTABLISH FAMILY FRIENDSHIPS ACROSS LINGUISTIC BOUNDARIES SO THAT NATIVE %NGLISH
SPEAKERS AND %NGLISH LANGUAGE LEARNERS PARTICIPATING IN THE PROGRAM INTERACT OUTSIDE OF SCHOOL EG
AT PARTIES PICNICS ETC !LL OF THIS NEEDS TO BE MADE ENJOYABLE FOR THE LEARNER SO THAT LANGUAGE
LEARNING IS NOT DRUDGERY OR MANDATORY SEE #LOUD 'ENESEE (AMAYAN PP
$OWNS 2EID 'IBBONS P ,A6AN
(OW DO YOU KNOW WHEN TO CORRECT A CHILDS ERROR AND WHEN TO LET IT GO (OW DO
YOU TRY TO PREVENT THE FOSSILIZATION OF ERRORS
)N $UAL ,ANGUAGE )NSTRUCTION ! (ANDBOOK FOR %NRICHED )NSTRUCTION #LOUD ET AL PP THE
AUTHORS SUGGEST THAT TEACHERS ALWAYS KEEP THE FOCUS ON MEANINGFUL COMMUNICATION AND DEMONSTRATE
GENUINE INTEREST IN WHAT STUDENTS ARE ATTEMPTING TO COMMUNICATE IN THE LANGUAGE OF INSTRUCTION
9ET SOME RESEARCHERS EG ,YSTER HAVE NOTED THAT FORM FOCUSED INTERVENTION MAY BE REQUIRED

IN ORDER FOR STUDENTS TO CHANGE THEIR COMMUNICATIVE BEHAVIOR AND THAT SOFT CORRECTION EG GENTLE
FEEDBACK AND MODELING THE CORRECT FORM MAY NOT BE SUFlCIENT TO CHANGE STUDENTS LANGUAGE OUTPUT
4HIS WOULD BE ESPECIALLY TRUE IF STUDENTS ERRORS ARE ALREADY FOSSILIZED OR ENTRENCHED IN THEIR SPEECH
PATTERNS
)N FORM FOCUSED INTERVENTION STUDENTS ARE MADE EXPLICITLY AWARE OF AN ERROR 4HEY ATTEMPT TO
CORRECT THE MISTAKE THEMSELVES AND ONCE THEY ARE AWARE OF THE ERROR AND HOW TO CORRECT IT THE
TEACHER PROVIDES MANY OPPORTUNITIES FOR PRACTICE SO THAT THE NEW BEHAVIOR IS INTERNALIZED
!S A GENERAL RULE WHEN THE NUMBER OF ERRORS MADE IS QUITE HIGH IN THE EARLY STAGES OF PROlCIENCY
CORRECTION IS LOW AND THE FOCUS IS ON THE MEANING OF THE COMMUNICATION /NCE ERRORS NATURALLY
DECREASE AT LATER STAGES OF PROlCIENCY TEACHERS MAKE LEARNERS AWARE OF THE REMAINING ERRORS IN
THEIR SPEECH THAT THEY HAVE NOT BEEN ABLE TO WORK OUT ON THEIR OWN 7RITING IS A GOOD PLACE TO
WORK ON ERRORS BECAUSE THEY ARE MORE VISIBLE %FFECTIVE TEACHERS ALWAYS HAVE A PARTICULAR FOCUS OF
INTERVENTION IN MIND 2ATHER THAN POINTING OUT EVERY ERROR IN A CHILDS SPEECH OR TEXT THEY FOCUS ON
A FEATURE OF LANGUAGE THAT IS GIVING THE STUDENT PARTICULAR DIFlCULTY 4HEY MIGHT TEACH A MINI LESSON ON
THAT FEATURE AND THEN PROVIDE PRACTICE OPPORTUNITIES AND CONTINUING FEEDBACK UNTIL THE TARGET FEATURE
OR PATTERN IS FULLY ACQUIRED
4EACHERS IN THE +EY IMMERSION PROGRAM IN !RLINGTON 6! HTTPWWWARLINGTONK

VAUSSCHOOLSKEYBROCHURESHTML BELIEVE THAT IT IS IMPOSSIBLE AND COUNTERPRODUCTIVE TO ATTEMPT
TO CORRECT EVERY ERROR STUDENTS MAKE )F FOR INSTANCE THE STUDENT IS EXPLAINING HER MATHEMATICAL
REASONING BUT HER mOW OF SPEECH IS CONSTANTLY DISRUPTED BY THE TEACHER SHE MAY BE DISCOURAGED
FROM PARTICIPATING IN CLASS THE NEXT TIME /R THE TEACHER AND STUDENTS MAY LOSE TRACK OF THE CONTENT
GOALS FOR THE LESSON
!T THE SAME TIME TEACHERS AT +EY BELIEVE THAT CORRECTING THE STUDENTS LANGUAGE IS IMPORTANT AND
IT SHOULD BE DONE EARLY ON TO PREVENT THE FOSSILIZATION OF ERRORS 4O DO THIS TEACHERS NEED TO HAVE
CLEAR LANGUAGE GOALS FOR THE STUDENTS n THEY NEED TO UNDERSTAND WHAT SHOULD BE CORRECTED AND
WHEN #URRICULUM GUIDES SUCH AS THE !RLINGTON 6! 0UBLIC 3CHOOLS #URRICULUM &RAMEWORK PROVIDE
TEACHERS WITH THE SPECIlC LANGUAGE GOALS STUDENTS NEED TO DEVELOP AT EACH GRADE LEVEL "Y HAVING
BOTH A CONTENT GOAL AND A LANGUAGE GOAL FOR THE UNIT TEACHERS CAN ZERO IN ON GRAMMATICAL STRUCTURES

THAT ARE TARGETED IN THE UNIT OF STUDY AND CONCENTRATE ON CORRECTING ONLY THOSE STRUCTURES DURING
THE CONTENT LESSON 4HIS ALLOWS TEACHERS TO MAXIMIZE LANGUAGE LEARNING WITHOUT LOSING TRACK OF THE
CONTENT GOALS
(OW DO YOU DETERMINE IF A CHILD IS EXPERIENCING A LANGUAGE DELAY 7HAT DO YOU

DO IN THAT CASE
!CCORDING TO 2OSEBERRY -C+IBBIN TO ASSESS A TRUE LANGUAGE DELAY OR DISORDER BOTH
THE NATIVE AND SECOND LANGUAGES MUST BE EVALUATED WITH PARTICULAR ATTENTION TO THE LEARNERS
PERFORMANCE IN THE NATIVE LANGUAGE )F THERE ARE LANGUAGE DELAYS THE DIFlCULTIES WILL BE APPARENT IN
THE NATIVE LANGUAGE AS WELL AS THE SECOND LANGUAGE AND THEY WILL BE APPARENT IN A VARIETY OF SETTINGS
OTHER THAN THE SCHOOL EG AT HOME AND IN THE COMMUNITY AND WITH COMMUNICATION PARTNERS OTHER
THAN THE TEACHER EG FAMILY MEMBERS AND PEERS
3OME OF THE INDICATORS OF LANGUAGE DELAY THAT 2OSEBERRY -C+IBBIN PP
RECOMMENDS LOOKING FOR ARE AS FOLLOWS
s $IFlCULTY LEARNING LANGUAGE ESPECIALLY THE NATIVE LANGUAGE AT A NORMAL RATE EVEN WITH
SPECIAL ASSISTANCE
s $ElCITS IN VOCABULARY ESPECIALLY IN THE NATIVE LANGUAGE
s #OMMUNICATION DIFlCULTIES AT HOME AND IN INTERACTION WITH PEERS FROM A SIMILAR BACKGROUND
s &AMILY HISTORY OF SPECIAL EDUCATION AND LEARNING DIFlCULTIES
s 3LOWER LANGUAGE DEVELOPMENT THAN SIBLINGS AS REPORTED BY PARENTS
s /VER RELIANCE ON GESTURES RATHER THAN SPEECH IN THE NATIVE LANGUAGE
s .EED FOR FREQUENT REPETITION AND PROMPTS ESPECIALLY IN THE NATIVE LANGUAGE DURING
INSTRUCTION
#HILDREN WITH LANGUAGE DELAYS SHOULD NOT BE EXCLUDED FROM THE 47) PROGRAM UNLESS THEIR PRIMARY
LANGUAGE IS SERIOUSLY RESTRICTED AND THE TEACHER AND SPEECH PATHOLOGIST CONCLUDE THAT THE STUDENTS
NATIVE LANGUAGE NEEDS TO BE STRENGTHENED PRIOR TO THE INTRODUCTION OF A SECOND LANGUAGE !S
'ENESEE 0ARADIS AND #RAGO PP NOTE

h0ARENTS AND PROFESSIONALS ALIKE SHOULD NOT HAVE STEREOTYPED ASSUMPTIONS ABOUT THE VALUE
OF BILINGUALISM FOR CHILDREN AND ABOUT CHILDRENS CAPACITY TO LEARN TWO LANGUAGES 7E KNOW
THAT IN APPROPRIATE CIRCUMSTANCES CHILDREN EVEN THOSE WITH LANGUAGE IMPAIRMENT HAVE
THE CAPACITY TO LEARN TWO LANGUAGES 0ROFESSIONALS AND PARENTS NEED TO ASSESS WHETHER THE
CIRCUMSTANCES THAT A GIVEN CHILD IS IN ARE CONDUCIVE TO DUAL LANGUAGE LEARNING 4HEY SHOULD
NEVER AUTOMATICALLY ASSUME THAT HAVING TWO LANGUAGES IS THE EXCLUSIVE DOMAIN OF CHILDREN
WITH TYPICAL DEVELOPMENTv
)N ANY CASE %NGLISH LANGUAGE LEARNERS WITH LANGUAGE DELAYS CANNOT BE PREVENTED FROM HAVING TO
DEAL WITH TWO LANGUAGES SINCE THEY ARE NATURALLY EXPOSED TO BOTH THEREFORE IT IS BETTER FOR THEM TO
DO SO WITH THE SUPPORT AND GUIDANCE OF TEACHERS AND PARENTS WHO CAN HELP THEM GENERALIZE NEW
LINGUISTIC BEHAVIORS ACROSS THEIR TWO LANGUAGE ENVIRONMENTS #LOUD P &OR EXAMPLE A
NATIVE 3PANISH SPEAKING CHILD WITH LANGUAGE DELAY COULD BE TAUGHT TO DESCRIBE OBJECTS AND ACTIONS
IN BOTH 3PANISH AND %NGLISH 4HE REALITY OF BILINGUAL LEARNERS EXPERIENCE IS THAT THEY MUST CROSS
LINGUISTIC BOUNDARIES 4EACHERS AND PARENTS SHOULD ASSIST THEM TO DO SO
/NCE A CHILD IN A 47) PROGRAM IS IDENTIlED AS LANGUAGE DELAYEDDISORDERED HOW SHOULD MANDATED
SPEECH AND LANGUAGE SERVICES BE PROVIDED )T IS GENERALLY BEST FOR THE SPEECH PATHOLOGIST TO hPUSH
INv TO THE 47) CLASSROOM AND PROVIDE SUPPORT DIRECTLY TO THE STUDENT IN THE INSTRUCTIONAL SETTING OF
THE CLASSROOM AND INDIRECTLY BY HELPING THE 47) TEACHERS UNDERSTAND HOW TO SUPPORT THE CHILDS
COMMUNICATIVE ATTEMPTS IN BOTH LANGUAGES
&OR MORE INFORMATION ON IDENTIFYING STUDENTS WITH LANGUAGE DISORDERS SEE 2ESPONSE IN THE
SECTION h3UPPORTING 3PECIAL 3TUDENT 0OPULATIONSv
7HAT TEACHING STRATEGIES ARE EFFECTIVE FOR PROMOTING LANGUAGE DEVELOPMENT
4HERE ARE MANY EFFECTIVE RESEARCH BASED STRATEGIES THAT AID SECOND LANGUAGE DEVELOPMENT 3EVERAL
SOURCES PROVIDE A WEALTH OF INFORMATION ABOUT THIS TOPIC SEE #HAMOT /-ALLEY #LOUD ET
AL %CHEVARRIA 6OGT 3HORT 'IBBONS (ERRELL *ORDAN &OR EXAMPLE IN
$UAL ,ANGUAGE )NSTRUCTION ! (ANDBOOK FOR %NRICHED %DUCATION #LOUD ET AL CHAPS

SEE ALSO THE GLOSSARY IN !PPENDIX ! THE AUTHORS HIGHLIGHT VARIOUS EFFECTIVE STRATEGIES 4HESE
INCLUDE 4OTAL 0HYSICAL 2ESPONSE SHARED STORY TELLING SONGS ROLE PLAY SIMULATIONS DEMONSTRATIONS
EXPERIMENTS COOPERATIVE LEARNING READ ALOUDS SHARED READING INDEPENDENT READING WITH LEVELED
TEXTS LEARNING LOGS AND JOURNALS INTERVIEWS LITERATURE RESPONSE GROUPS USE OF CHARTS AND GRAPHIC
ORGANIZERS GROUP RESEARCH PROJECTS AND STUDENT GENERATED PROBLEMS 3OME STRATEGIES ARE DESIGNED
TO DEVELOP RECEPTIVE SKILLS AND OTHERS ARE DESIGNED TO PROVIDE LANGUAGE PRACTICE AND PROMOTE
EXPRESSIVE LANGUAGE 4EACHERS NEED TO BE WELL VERSED IN ALL OF THESE TEACHING STRATEGIES SO THAT THEY
CAN SELECT THE APPROPRIATE STRATEGY FOR THEIR PURPOSE AND VARY INSTRUCTION TO MAKE IT INTERESTING AND
ENJOYABLE TO LEARNERS
! GENERAL PRINCIPLE OF LANGUAGE TEACHING TODAY IS TO PROVIDE STUDENTS WITH LANGUAGE INPUT THEY CAN
UNDERSTAND AND OPPORTUNITIES TO USE AND PRACTICE THAT LANGUAGE 4HIS PRINCIPLE IMPLIES THAT TEACHERS
MUST PROVIDE COMPREHENSIBLE INPUT AND PROVIDE AUTHENTIC COMMUNICATIVE TASKS 3TRATEGIES FOR
PROVIDING COMPREHENSIBLE INPUT INCLUDE MODIFYING TEACHER LANGUAGE USING VISUALS REALIA AND GRAPHIC
ORGANIZERS TO PROVIDE NONVERBAL SUPPORT AND BUILDING ON STUDENTS BACKGROUND KNOWLEDGE AND
EXPERIENCES 3TRATEGIES FOR ENCOURAGING COMMUNICATION INCLUDE COOPERATIVE LEARNING STRUCTURES
TO INCREASE PEER INTERACTION AND EXTENDING STUDENT RESPONSES BY ASKING CLARIlCATION OR EXPANSION
QUESTIONS
)N ADDITION TEACHERS NEED TO IDENTIFY LANGUAGE DEVELOPMENT OBJECTIVES AS AN INTEGRAL PART OF THEIR
CONTENT TEACHING 4HESE GOALS MAY DIFFER FOR NATIVE SPEAKERS AND SECOND LANGUAGE LEARNERS WITHIN A
THEMATIC UNIT OR A PARTICULAR LEVEL 7ITHOUT SUCH OBJECTIVES IT IS UNLIKELY THAT STUDENTS WILL ACQUIRE ALL
ASPECTS OF SOCIAL AND ACADEMIC LANGUAGE PROlCIENCY
)N THE IMMERSION PROGRAMS IN 3CHOOL $ISTRICT IN 3CHAUMBURG ), HTTPWEBSDK

ILUSINDEXASP TEACHING STRATEGIES SUCH AS THE 4OTAL 0HYSICAL 2ESPONSE -ETHOD DESIGNED TO CREATE
COMPREHENSIBLE INPUT ARE USED DURING THE PREPRODUCTION AND EARLY PRODUCTION STAGES BECAUSE THEY
ARE EFFECTIVE FOR BUILDING RECEPTIVE LANGUAGE )N ADDITION THE ,ANGUAGE %XPERIENCE !PPROACH IS USED
WITH STUDENTS AT THIS LEVEL BECAUSE IT ALLOWS THEM TO BUILD LANGUAGE AS THEY PARTICIPATE IN ACTIVITIES
THAT THEY CAN UNDERSTAND AND THEN RECOUNT 4EACHERS WRITE DOWN USUALLY ON THE BLACKBOARD WHAT
STUDENTS DICTATE THUS PROMOTING LITERACY DEVELOPMENT IN THE SECOND LANGUAGE AS WELL

/NCE STUDENTS ARE ABLE TO ANSWER QUESTIONS TEACHERS lND THAT SENTENCE STARTERS ARE AN EFFECTIVE
WAY TO SCAFFOLD LANGUAGE PRODUCTION AND ENCOURAGE STUDENTS TO SPEAK AT LENGTH 3TUDENTS WHO ARE
BEGINNING TO SPEAK AND WHO HAVE ALSO DEVELOPED BASIC LITERACY SKILLS CAN BENElT FROM VOCABULARY
LEARNING STRATEGIES SUCH AS INSTRUCTION IN PRElXES SUFlXES WORD FAMILIES AND COGNATES BETWEEN
LANGUAGES 3TUDENTS AT HIGHER LEVELS OF PROlCIENCY NEED TO BE EXPOSED TO LANGUAGE AND TEXTS THAT
ARE UNDERSTANDABLE TO THEM BUT THAT CONTAIN SOME NEW WORDS AND MORE COMPLEX STRUCTURES SO
THAT THEY CAN CONTINUALLY BUILD THE VOCABULARY AND mUENCY NECESSARY TO BECOME PROlCIENT IN THE
SECOND LANGUAGE
4HE FOLLOWING ARE SOME STRATEGIES THAT ARE USED BY IMMERSION TEACHERS IN THE PROGRAM AT +EY
%LEMENTARY IN !RLINGTON 6! HTTPWWWARLINGTONKVAUSSCHOOLSKEYBROCHURESHTML
s )DENTIFY THE VOCABULARY THAT STUDENTS WILL NEED TO COMPREHEND A LESSON AND PRETEACH THIS
VOCABULARY BEFORE THE LESSON
s )DENTIFY BOTH CONTENT AND LANGUAGE OBJECTIVES FOR ALL LESSONS
s 3LOW DOWN SPEECH WHEN NECESSARY
s 'ENERATE QUESTIONS THAT PROMOTE HIGHER ORDER THINKING BUT USE VARYING LEVELS OF LINGUISTIC
COMPLEXITY DEPENDING UPON THE PROlCIENCY LEVEL OF EACH STUDENT
s 0ROVIDE AN ENVIRONMENT THAT IS RICH IN PRINT 4HIS INCLUDES WORD WALLS LABELS FOR EVERYDAY
ITEMS AND VOCABULARY LISTS THAT ARE TIED TO THE CONTENT BEING STUDIED IN CLASS
s 0ROVIDE PLENTY OF HIGH INTEREST READING MATERIALS lCTION AND NONlCTION AT VARIOUS READING
LEVELS
s -AKE SURE THE STUDENTS HAVE FREE TIME IN WHICH THEY CAN USE THE LANGUAGE OF INSTRUCTION TO
TALK ABOUT THEIR OWN INTERESTS
s 5SE PLENTY OF SONGS 5SE COMMERCIALLY PRODUCED SONGS AND HAVE STUDENTS COMPOSE THEIR OWN
s (AVE STUDENTS WORK IN COOPERATIVE LEARNING GROUPS 2EGROUP WHEN NECESSARY
s !SSIGN INDIVIDUAL WORK WITH CLEAR GUIDELINES AND EXPECTATIONS
s 0LAN ACTIVITIES THAT INVOLVE 4OTAL 0HYSICAL 2ESPONSE
s )NCLUDE ROLE PLAYING ACTIVITIES NOT ONLY DURING THE LANGUAGE ARTS PERIOD BUT ALSO IN THE
CONTENT AREAS
s 5SE DRAMA AND DANCE IN CLASS

(OW DOES PUTTING STUDENTS IN BILINGUAL PAIRS ONE NATIVE SPEAKER AND ONE SECOND
LANGUAGE LEARNER PROVIDE OPPORTUNITIES FOR LANGUAGE DEVELOPMENT FOR BOTH STUDENTS
)N PAIRED INTERACTIONS STUDENTS MAY BE GROUPED TOGETHER IN ONE OF TWO WAYS 4HEY MAY BE
GROUPED IN HOMOGENEOUS PAIRS IN WHICH TWO STUDENTS OF THE SAME LANGUAGE BACKGROUND AND
APPROXIMATE PROlCIENCY LEVEL WORK TOGETHER /R THEY MAY BE GROUPED IN HETEROGENEOUS PAIRS IN
WHICH ONE STUDENT IS A NATIVE SPEAKER OF THE LANGUAGE AND THE OTHER A SECOND LANGUAGE LEARNER
4HERE ARE ADVANTAGES TO EACH ARRANGEMENT AND THE TEACHERS PURPOSE DETERMINES WHICH ONE
TO CHOOSE )N THE HOMOGENEOUS PAIRS STUDENTS RECEIVE SOCIAL SUPPORT FOR LANGUAGE LEARNING IN A
LOW RISK ENVIRONMENT ESTABLISHED BECAUSE THE CHILDREN PERFORM AT COMPARABLE LEVELS OF LANGUAGE
PROlCIENCY (OWEVER THE MAIN REASON TO MIX STUDENTS FROM TWO LANGUAGE BACKGROUNDS IN 47)
PROGRAMS IS SO THAT THEY CAN SERVE AS LANGUAGE MODELS AND SUPPORTS FOR ONE ANOTHER 4HE PRACTICE
OF PUTTING STUDENTS IN BILINGUAL PAIRS REINFORCES A NATIVE SPEAKERS KNOWLEDGE OF THE LANGUAGE AND
GIVES HIM OR HER A HEIGHTENED STATUS IN THE CLASSROOM &OR THE NON NATIVE SPEAKER THE BILINGUAL
PAIRING IS AN OPPORTUNITY TO PRACTICE THE LANGUAGE IN A MORE RELAXED SETTING THAN IN FRONT OF THE
ENTIRE CLASS
7HICHEVER PAIRING IS USED A SPECIlC TASK STRUCTURE MUST BE CREATED TO ENSURE THAT STUDENTS WILL
USE THE LANGUAGE OF INSTRUCTION AND PROVIDE HELPFUL FEEDBACK TO ONE ANOTHER 4ASK STRUCTURES IN
COOPERATIVE LEARNING ACTIVITIES ENSURE ACTIVE PARTICIPATION AND SPECIlC ROLES FOR BOTH LEARNERS $YADS
PAIRS ARE THE IDEAL GROUP SIZE FOR COOPERATIVE LANGUAGE LEARNING BECAUSE THEY ENSURE OPPORTUNITIES
FOR MORE OR LESS SIMULTANEOUS PARTICIPATION AS OPPOSED TO THE SEQUENTIAL PARTICIPATION THAT TYPICALLY
OCCURS IN WHOLE GROUP INSTRUCTION $YADS ALSO MAXIMIZE PRACTICE OPPORTUNITIES )N PAIRS STUDENTS
PARTICIPATE AT LEAST OF THE TIME IF THE ACTIVITIES ARE WELL CONSTRUCTED WHEREAS IN WHOLE CLASS
INSTRUCTION AN INDIVIDUAL SPENDS MOST OF THE TIME WAITING FOR A TURN TO SPEAK
(ERE ARE SOME OTHER ISSUES TO CONSIDER WHEN PAIRING NATIVE AND NON NATIVE SPEAKERS
s 7ORKING WITH A NATIVE SPEAKER CAN BE INTIMIDATING RATHER THAN FACILITATING RESULTING IN LESS
TALK BETWEEN THE STUDENTS )T IS IMPORTANT TO ESTABLISH A CLIMATE OF RESPECT AND SUPPORT IN
THE CLASSROOM AND IN THE COOPERATIVE ACTIVITIES IN PARTICULAR

s )F NATIVE SPEAKERS DO NOT HAVE THE NEEDED ACADEMIC CONTENT KNOWLEDGE OR ACADEMIC
LANGUAGE SKILLS THEIR ROLE AS MODELS MAY BE LIMITED AND MAY IN FACT CAUSE STRESS AND A SENSE
OF FAILURE 4EACHERS MUST ENSURE THAT NATIVE SPEAKERS CAN ASSUME THE ROLE THEYRE INTENDED
TO PLAY
s -OST REQUESTS FOR HELP BETWEEN STUDENTS ARE AT THE WORD LEVEL h(OW DO YOU SAY ?????
IN 3PANISH%NGLISHv )F TEACHERS WANT STUDENTS TO PROVIDE A SCAFFOLD FOR LARGER STRETCHES OF
TEXT THEY SHOULD STRUCTURE TASKS THAT REQUIRE COLLABORATION AROUND LARGER CHUNKS OF TEXT
(OW DO YOU CHALLENGE NATIVE SPEAKERS WHILE KEEPING THE LANGUAGE LEVEL MANAGEABLE
FOR SECOND LANGUAGE LEARNERS
)N ORDER TO CHALLENGE NATIVE SPEAKERS YET KEEP INSTRUCTION MANAGEABLE FOR SECOND LANGUAGE LEARNERS
TEACHERS MUST ENGAGE IN DOUBLE PLANNING &IRST THEY PLAN THE LESSON WITH NATIVE SPEAKERS IN MIND
AND THEN THEY RETURN TO THE PLAN AND MAKE ACCOMMODATIONS FOR THEIR SECOND LANGUAGE LEARNERS
4HROUGH THIS PROCESS THEY WILL THINK ABOUT THE BACKGROUND KNOWLEDGE AND EXPERIENCES OF EACH
GROUP OF STUDENTS THE MATERIALS THEY WILL USE TO SUPPORT INSTRUCTION THE SCAFFOLDING TECHNIQUES THEY
WILL USE FOR THE SECOND LANGUAGE LEARNERS THE GROUPING ARRANGEMENTS THAT WILL SUPPORT BOTH GROUPS
LEARNING AND THE ASSESSMENTS THEY WILL DESIGN
/NE KEY STRATEGY THAT TEACHERS USE TO CHALLENGE NATIVE SPEAKERS WHILE KEEPING THE LANGUAGE LEVEL
MANAGEABLE FOR SECOND LANGUAGE LEARNERS IS TO VARY THEIR QUESTIONING TECHNIQUES &OR SECOND
LANGUAGE LEARNERS TEACHERS POSE QUESTIONS THAT ARE AT THEIR LEVEL OF LANGUAGE PROlCIENCY RANGING
FROM THOSE THAT REQUIRE ONLY A PHYSICAL RESPONSE SUCH AS POINTING OR ONE WORD ANSWERS FOR
STUDENTS AT THE LOWEST LEVELS OF LANGUAGE PROlCIENCY TO QUESTIONS THAT REQUIRE LONGER MORE
ELABORATED RESPONSES FOR THOSE AT HIGHER LEVELS OF LANGUAGE PROlCIENCY !T THE SAME TIME TEACHERS
ASK MORE LINGUISTICALLY SOPHISTICATED QUESTIONS TO THE NATIVE SPEAKERS THUS ENSURING THAT THEY ARE
USING RICH ACADEMIC LANGUAGE AND CONTINUING TO DEVELOP THEIR lRST LANGUAGE SKILLS )N EITHER CASE IT
IS IMPORTANT FOR THE TEACHER TO BE SURE THAT SHE IS PROMOTING HIGHER ORDER THINKING THROUGH HER
QUESTIONING TECHNIQUES FOR ALL STUDENTS 4HIS IS MORE DIFlCULT TO DO IN THE CASE OF STUDENTS WITH
LIMITED LANGUAGE PROlCIENCY BUT IT IS STILL POSSIBLE EG h0OINT TO THE LARGEST ANIMALv h7OULD YOU
RATHER LIVE IN THE DESERT OR IN THE MOUNTAINSv OR USING A GRAPHIC ORGANIZER SUCH AS A 4 CHART AND

LABELED PICTURES OF MANY ANIMALS h7HICH ANIMALS LIVE IN THE DESERT 7HICH ANIMALS LIVE IN THE
MOUNTAINSv &OR BOTH GROUPS OF LEARNERS EFFECTIVE TEACHERS USE QUESTIONS THAT ARE INTERESTING TO
ANSWER AND COGNITIVELY AND CONCEPTUALLY CHALLENGING AND THEY AVOID LOW LEVEL DISPLAY QUESTIONS THAT
ASK CHILDREN TO PARROT BACK INFORMATION THAT IS SELF EVIDENT
!NOTHER HELPFUL APPROACH IS THE USE OF mEXIBLE GROUPING 4HERE MAY BE TIMES WHEN GROUPING BY
NATIVE LANGUAGE IS APPROPRIATE FOR SPECIlC PURPOSES &OR EXAMPLE TWO BILINGUAL lFTH GRADE 47)
TEACHERS REALIZED THAT THEIR NATIVE %NGLISH SPEAKERS NEEDED BASIC GRAMMAR INSTRUCTION THEY ALSO
REALIZED THAT THESE GRAMMAR LESSONS WOULD BE BORING AND UNNECESSARY FOR THE NATIVE 3PANISH
SPEAKERS 4HEREFORE THEY DIVIDED THEIR STUDENTS BY NATIVE LANGUAGE BACKGROUND FOR TWO PERIODS
EACH WEEK FOR A PERIOD OF SEVERAL WEEKS /NE TEACHER WORKED WITH THE NATIVE %NGLISH SPEAKERS
ON ASPECTS OF 3PANISH GRAMMAR IN CONTEXT IN 3PANISH WHILE THE OTHER TEACHER WORKED ON CRITICAL
THINKING AND ACADEMIC VOCABULARY DEVELOPMENT WITH THE 3PANISH SPEAKERS ALSO IN 3PANISH
!S IN THIS EXAMPLE HOWEVER IT IS IMPORTANT TO KEEP IN MIND THAT THIS TYPE OF HOMOGENEOUS
GROUPING IS ONLY APPROPRIATE FOR SHORT PERIODS OF TIME WHEN THERE ARE CLEAR PEDAGOGICAL REASONS FOR
IT /THERWISE THERE IS THE RISK OF COMPROMISING THE MODEL BOTH IN TERMS OF THE AMOUNT OF TIME
THAT THE TWO NATIVE LANGUAGE GROUPS ARE INTEGRATED AND THE AMOUNT OF INSTRUCTION PROVIDED TO ALL
STUDENTS THROUGH BOTH LANGUAGES 4HIS IS PARTICULARLY THE CASE IN PROGRAMS WHERE THE AMOUNT
OF INSTRUCTIONAL TIME IN THE PARTNER LANGUAGE IS ALREADY AT THE MINIMUM ANDOR WHERE STUDENTS
ARE ALREADY SEPARATED FOR A GOOD PORTION OF THE DAY FOR LITERACY INSTRUCTION THROUGH THEIR NATIVE
LANGUAGE %NSURING THAT SPECIALS ART MUSIC 0% LIBRARY ETC ARE INCLUDED IN THE TIME ALLOCATIONS FOR
EACH LANGUAGE IS ONE WAY TO HELP ENSURE THAT THE CHOSEN LANGUAGE BALANCE IE ETC
IS MAINTAINED
(OW DO YOU HELP STUDENTS PERFORM AT GRADE LEVEL IN THE CONTENT AREAS WHEN THEY
ARE LEARNING THROUGH THEIR SECOND LANGUAGE PARTICULARLY WHEN THEY ARE AT LOW LEVELS
OF PROlCIENCY IN THAT LANGUAGE
4HERE ARE PARTICULAR TEACHING STRATEGIES THAT ALLOW TEACHERS TO KEEP THE LANGUAGE DEMANDS LOW
WHILE THE CONCEPTUAL LEVEL IS MAINTAINED AT A HIGH LEVEL /NE SUCH TECHNIQUE IS THE USE OF CHARTS

TABLES MAPS DIAGRAMS AND OTHER GRAPHIC ORGANIZERS 4HROUGH GRAPHIC ORGANIZERS STUDENTS CAN
ORGANIZE UNDERSTAND AND COMMUNICATE INFORMATION ABOUT THE CONTENT THAT THEY ARE LEARNING 3UCH
VISUAL TOOLS ALLOW TEACHERS TO MAINTAIN CONCEPTUAL ACCURACY AND HELP LEARNERS CREATE SCHEMAS FOR
INTERNALIZING IMPORTANT GENERALIZATIONS CONCEPTS AND FACTS ABOUT A GIVEN TOPIC ACCURATELY AND FULLY
'RAPHIC ORGANIZERS AUTOMATICALLY REDUCE THE LANGUAGE LOAD BECAUSE THERE IS ONLY SO MUCH YOU CAN
WRITE IN A CHART OR OTHER GRAPHICAL DISPLAY 4HE PARTICULAR GRAPHIC ORGANIZER THAT IS USED IS CHOSEN
TO MATCH THE INFORMATION STRUCTUREFOR EXAMPLE A CAUSE AND EFFECT DIAGRAM WOULD BE CHOSEN TO
VISUALLY IMPART INFORMATION ABOUT A PARTICULAR EVENT IN HISTORY OR PHENOMENON IN SCIENCE 7HEN
TEACHERS CHOOSE APPROPRIATE VISUAL TOOLS THEY HELP STUDENTS INTERNALIZE INFORMATION IN A CONCEPTUALLY
ACCURATE WAY WHILE LIMITING THE VERBAL LOAD PLACED ON SECOND LANGUAGE LEARNERS )T IS AN IDEAL
METHODOLOGY WHEN USED WELL SEE (YERLE
)N ADDITION BECAUSE INSTRUCTION IS PROVIDED THROUGH BOTH PROGRAM LANGUAGES TO ALL CHILDREN IN 47)
PROGRAMS IT IS POSSIBLE TO MAKE CONTENT LINKS ACROSS LANGUAGES AND PROMOTE THE TRANSFER OF CONTENT
CONCEPTS IN THAT WAY )N SOME PROGRAMS ALL SUBJECT AREAS ARE TAUGHT THROUGH BOTH LANGUAGES MAKING
IT VERY EASY TO MAKE CONNECTIONS ACROSS LANGUAGES )N OTHER PROGRAMS CONTENT AREAS ARE DIVIDED BY
LANGUAGE MEANING THAT THEMATIC INSTRUCTION IS NECESSARY IN ORDER TO REINFORCE SIMILAR VOCABULARY AND
CONCEPTS ACROSS LANGUAGES AND CONTENT AREAS
7HETHER SUBJECT AREAS ARE TAUGHT THROUGH BOTH LANGUAGES OR ARE DIVIDED BY LANGUAGE WHEN MORE
THAN ONE TEACHER IS INVOLVED CONSTANT COMMUNICATION AND JOINT PLANNING IS CRUCIAL IN ORDER TO
ENSURE THAT THESE CONNECTIONS ARE MADE CLEARLY AND EXPLICITLY &OR EXAMPLE A TWO WAY IMMERSION
PROGRAM COORDINATOR IN 3$ IN 3CHAUMBURG ), HTTPWEBSDKILUSINDEXASP WORKED
WITH A SECOND GRADE TEACHER WHO WAS PLANNING A SCIENCE LESSON ON ROCK CLASSIlCATION IN 3PANISH
4HEY KNEW THAT THE NATIVE %NGLISH SPEAKERS WOULD BE ABLE TO GROUP THE ROCKS BY THEIR CHARACTERISTICS
IN THEIR SECOND LANGUAGE HOWEVER IN ORDER TO HAVE THEM UNDERSTAND TERMS LIKE LUSTER DULL AND
SHINY IN 3PANISH THE TEACHERS KNEW THAT IT WOULD BE MORE EFFECTIVE TO HAVE ALL OF THE STUDENTS
PREVIEW DESCRIPTIVE TERMS FOR THE ROCKS IN THEIR lRST LANGUAGE DURING LANGUAGE ARTS WHICH IS DIVIDED
BY NATIVE LANGUAGE IN THIS PROGRAM 4HEREFORE TOGETHER WITH THE %NGLISH TEACHER THEY PLANNED TO
HAVE STUDENTS GENERATE DESCRIPTIVE WORDS FOR THEIR ROCKS AND WRITE ROCK DESCRIPTIONS IN THEIR lRST
LANGUAGE DURING LANGUAGE ARTS INSTRUCTION ,ATER WHEN ALL OF THE STUDENTS WERE GROUPED TOGETHER FOR

SCIENCE AND NEEDED TO LEARN THESE WORDS IN 3PANISH THE NATIVE %NGLISH SPEAKERS WERE BETTER ABLE
TO DO SO &OR FURTHER DISCUSSION ON THE IMPORTANCE OF COMMUNICATION BETWEEN TEACHERS IN 47)
PROGRAMS SEE 2ESPONSE IN THE ,ITERACY )NSTRUCTION SECTION
! lNAL TECHNIQUE THAT TEACHERS CAN USE TO PROMOTE UNDERSTANDING OF THE CONTENT TAUGHT THROUGH
THE SECOND LANGUAGE IS TO KEEP THE PARENTS INFORMED OF THE THEMES STUDIED IN CLASS AND TO SEND
HOME SUGGESTIONS FOR ACTIVITIES THAT CAN REINFORCE THE KEY CONCEPTS &OR EXAMPLE THE TEACHER MIGHT
SUGGEST THAT PARENTS TAKE THEIR CHILD TO A SCIENCE MUSEUM WHEN THEY ARE LEARNING ABOUT ROCKS WHILE
COOKING TOGETHER COULD BE THE SUGGESTED HOME ACTIVITY WHEN LEARNING ABOUT MEASUREMENT
!RE THERE INSTRUCTIONAL MATERIALS AND ASSESSMENT STRATEGIES FOR USE IN THE CONTENT
AREAS THAT TAKE INTO ACCOUNT DIFFERENT STAGES OF LANGUAGE LEARNING
-ANY PUBLISHED %3, AND 3PANISH AS A SECOND LANGUAGE MATERIALS ARE MULTILEVELED OR LEVEL SPECIlC
0ROGRAMS THAT HAVE AN ACTUAL SECOND LANGUAGE INSTRUCTIONAL PERIOD FOR EACH NATIVE LANGUAGE GROUP
DELIVERED IN LINGUISTICALLY SEGREGATED GROUPS MIGHT USE COMMERCIALLY AVAILABLE MULTILEVELED LANGUAGE
DEVELOPMENT MATERIALS DESIGNED FOR SECOND LANGUAGE INSTRUCTION
7HEN LANGUAGE MAJORITY AND LANGUAGE MINORITY STUDENTS ARE LEARNING TOGETHER A GROUPING
ARRANGEMENT THAT SHOULD BE OCCURRING MOST OF THE TIME IN A 47) PROGRAM ACCESS TO LEVELED BOOKS
IS CRITICAL 4EACHERS CAN ASSESS THEIR LEARNERS LANGUAGE AND LITERACY LEVELS AND THEN SUPPLY THEM WITH
MATERIALS AT THEIR INSTRUCTIONAL LEVELS -ANY LEVELING SYSTEMS ARE NOW IN USE 4HESE INCLUDE &OUNTAS
AND 0INNELL 2EADING 2ECOVERY !4/3 AND ,EXILE &OR A DESCRIPTION OF THESE SYSTEMS GO TO HTTP
WWWCAPSTONEPRESSCOMASPXP,EVELINGASPX ,EVELED BOOKS ALLOW STUDENTS AT DIFFERENT LEVELS TO
LEARN THE SAME CONTENT AS OTHER STUDENTS WITH MATERIALS THEY CAN USE INDEPENDENTLY SEE #LOUD ET
AL !PPENDIX " FOR A LISTING OF PUBLISHERS OF COMMERCIAL MATERIALS
7HEN ASSESSING THE CONTENT KNOWLEDGE OF LEARNERS WITH VARYING LANGUAGE PROlCIENCY LEVELS IT IS
IMPORTANT TO LINK ASSESSMENTS TO INSTRUCTIONAL OBJECTIVES AND TEACHING ACTIVITIES 'OOD ASSESSMENT IN
TWO WAY IMMERSION IS DESIGNED TO OPTIMIZE STUDENT PERFORMANCE IT IS DEVELOPMENTALLY APPROPRIATE
AND IT IS AUTHENTIC ONGOING AND CAREFULLY PLANNED !SSESSMENT SHOULD ALSO BE BASED ON PERFORMANCE

CRITERIA THAT ARE CLEARLY DElNED AND COMMUNICATED TO STUDENTS #LOUD ET AL P 3TRATIlED
CHECKLISTS AND RUBRICS THAT SET UP DIFFERENT EXPECTED BEHAVIORS FOR STUDENTS AT DIFFERENT PROlCIENCY
LEVELS ARE HELPFUL &OR EXAMPLES OF SUCH ASSESSMENTS SEE /-ALLEY 6ALDEZ 0IERCE CHAP
&OR FURTHER INFORMATION ON ASSESSMENT AS IT PERTAINS TO 47) PROGRAMS AND SAMPLE ASSESSMENT TOOLS
SEE #LOUD ET AL CHAP
3OME ADDITIONAL USEFUL RESOURCES ON ASSESSMENT WITH SECOND LANGUAGE LEARNERS ARE AS FOLLOWS
s 'ROGNET ! *AMESON * &RANCO , $ERRICK -ESCUA - %NHANCING %NGLISH

LANGUAGE LEARNING IN ELEMENTARY CLASSROOMS
HTTPWWWCALORGSCHOOLSERVICESMASSDOE#!, -ASS $/% 0ROJECTPDF
s 3HORT $ * !SSESSING )NTEGRATED ,ANGUAGE AND #ONTENT )NSTRUCTION 4%3/,

15!24%2,9 6OL .O 7INTER
HTTPWWWNCELAGWUEDUPUBSTESOLTESOLQUARTERLYASSESSINHTM
s -ERTLER # ! $ESIGNING 3CORING 2UBRICS FOR 9OUR #LASSROOM

#LASSROOM
HTTPPAREONLINENETGETVNASPVN
s -ANTERO - %VALUATING #LASSROOM #OMMUNICATION )N 3UPPORT OF %MERGENT

AND !UTHENTIC &RAMEWORKS IN 3ECOND ,ANGUAGE !SSESSMENT
4HE 5NIVERSITY OF !LABAMA HTTPPAREONLINENETGETVNASPVN
s 7)$! ,ANGUAGE 0ROlCIENCY 3TANDARDS WWWWIDAUS

1UESTIONS AND !NSWERS ,ITERACY )NSTRUCTION #,!332//- ).3425#4)/.
,ITERACY )NSTRUCTION
7HAT ARE THE DIFFERENCES IN INSTRUCTIONAL APPROACH AND SEQUENCING IN %NGLISH AND
3PANISH LANGUAGE ARTS $OES THIS VARY BY PROGRAM MODEL AND GRADE LEVEL
4HERE ARE FEW DIFFERENCES IN TEACHING LITERACY IN %NGLISH AND IN 3PANISH ESPECIALLY AS CHILDREN BECOME
MORE mUENT READERS AND WRITERS )NSTRUCTION THAT HIGHLIGHTS COMPREHENSION SKILLS AND READING mUENCY
IS APPROPRIATE IN BOTH LANGUAGES
0ROBABLY THE GREATEST DIFFERENCES IN TEACHING 3PANISH AND %NGLISH LANGUAGE ARTS OCCUR IN THE PRIMARY
GRADES DURING INITIAL LITERACY INSTRUCTION 4HESE INSTRUCTIONAL DIFFERENCES ARE DUE TO INTERNAL STRUCTURAL
DIFFERENCES IN THE TWO LANGUAGES 3PANISH HAS A SHALLOW ORTHOGRAPHY
ORTHOGRAPHYMEANING THAT THERE IS A VERY
CLEAR SOUNDSYMBOL CORRESPONDENCE )N MOST CASES EACH SOUND IS REPRESENTED BY ONE LETTER AND
EACH LETTER REPRESENTS ONE SOUND )N CONTRAST %NGLISH HAS A DEEP ORTHOGRAPHY MEANING THAT THE
SOUNDSYMBOL CORRESPONDENCE IS LESS CLEAR -ANY SOUNDS CAN BE REPRESENTED IN MORE THAN ONE
WAY AND ALSO MANY LETTERS OR LETTER COMBINATIONS CAN REPRESENT MORE THAN ONE SOUND
4HESE DIFFERENCES AFFECT THE WAY EARLY READING IS TAUGHT IN THE TWO LANGUAGES )N 3PANISH AN EARLY
LITERACY PROGRAM THAT FOCUSES ON LEARNING THE SOUNDS ASSOCIATED WITH LETTERS AND SYLLABLES CAN
BE VERY SUCCESSFUL IN TEACHING CHILDREN TO READ !S A RESULT BOTH %NGLISH DOMINANT AND 3PANISH
DOMINANT CHILDREN CAN LEARN TO DECODE IN 3PANISH EFFECTIVELY THROUGH A PHONETIC SYLLABIC APPROACH
(OWEVER SINCE SOUNDSYMBOL CORRESPONDENCES ARE NOT ALWAYS AS CLEAR IN %NGLISH EARLY %NGLISH
LITERACY PROGRAMS TEND TO USE A BALANCE OF PHONICS AND SIGHT WORD TECHNIQUES
)N ADDITION THE ROLE OF VOWELS IN TEACHING LANGUAGE ARTS IN 3PANISH IS DIFFERENT THAN IT IS IN %NGLISH
3PANISH LITERACY PROGRAMS FREQUENTLY START BY TEACHING CHILDREN THE VOWELS WHILE IN %NGLISH TEACHERS
GENERALLY START WITH CONSONANTS

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS ,ITERACY )NSTRUCTION
(OW MUCH COORDINATION SHOULD THERE BE IN LITERACY INSTRUCTION ACROSS THE TWO
LANGUAGES $OES THIS VARY BY PROGRAM MODEL OR GRADE LEVEL
)N 47) PROGRAMS IT IS ESSENTIAL THAT INSTRUCTION BE DESIGNED TO ENCOURAGE THE TRANSFER OF SKILLS
STRATEGIES AND KNOWLEDGE ACROSS LANGUAGES 4HIS REQUIRES A HIGH LEVEL OF COORDINATION BETWEEN THE
TWO TEACHERS WHO PROVIDE INSTRUCTION IN EACH LANGUAGE OR A GREAT DEAL OF REmECTION ON THE PART
OF ANY INDIVIDUAL TEACHER WHO PROVIDES INSTRUCTION THROUGH BOTH LANGUAGES &OR EXAMPLE STUDENTS
SHOULD BE ENCOURAGED TO USE THE SAME READING STRATEGY OR THE SAME GRAPHIC ORGANIZER IN BOTH A
SUBJECT TAUGHT IN 3PANISH AND ONE TAUGHT IN %NGLISH 3IMILARLY TEACHERS OF EACH LANGUAGE CAN WORK
TOGETHER TO FURTHER UNDERSTANDING OF COGNATES AND FALSE COGNATES CONTRASTIVE SOUNDS AND FEATURES
OF THE LANGUAGES AND THEMATIC VOCABULARY AND CONCEPTS )N ORDER TO ACHIEVE THIS HIGH LEVEL OF
COORDINATION IT IS HELPFUL TO HAVE JOINT PLANNING TIME ON A REGULARLY BASIS PREFERABLY WEEKLY
)N PROGRAMS IN THE PRIMARY GRADES LESS COORDINATION IS REQUIRED SINCE ALMOST ALL INSTRUCTION IS
PROVIDED THROUGH 3PANISH BUT EVEN IN THAT SITUATION IT IS HELPFUL IF THE %NGLISH LANGUAGE DEVELOPMENT
COMPONENT OF THE DAY CAN REINFORCE SOME OF THE CONTENT THEMES BEING INSTRUCTED THROUGH 3PANISH
7HAT LITERACY SKILLS TRANSFER ACROSS %NGLISH AND 3PANISH AND WHICH NEED TO BE TAUGHT
EXPLICITLY IN EACH LANGUAGE
4HERE ARE UNIVERSAL LITERACY CONCEPTS AND SKILLS THAT ALL READERS REGARDLESS OF LANGUAGE POSSESS
4HESE SKILLS AND CONCEPTS TRANSFER FROM ONE LANGUAGE TO ANOTHER AND DONT NEED TO BE EXPLICITLY
TAUGHT 4HERE ARE OTHER SKILLS AND CONCEPTS THAT ARE LANGUAGE SPECIlC AND MUST BE EXPLICITLY TAUGHT
5NIVERSAL CONCEPTS AND SKILLS THAT TRANSFER ACROSS ALL LANGUAGES
s !LPHABETIC AND ORTHOGRAPHIC AWARENESS !LL READERS UNDERSTAND THAT THE MARKS ON A PAGE
ARE SYMBOLS THAT REPRESENT SOUNDS 2EADERS OF ALPHABETIC LANGUAGES SUCH AS %NGLISH AND
3PANISH FURTHER UNDERSTAND THAT LETTERS HAVE NAMES AND SOUNDS AND THAT LETTERS COMBINE
TO FORM WORDS PHRASES AND SENTENCES 4HUS THE FACT THAT LETTERS HAVE NAMES AND SOUNDS
TRANSFERS ACROSS %NGLISH AND 3PANISH "UT TEACHERS NEED TO TEACH CHILDREN THE DIFFERENT
LETTER NAMES AND SOUNDS IN THE TWO LANGUAGES

s -EANINGFULNESS OF PRINT ! POWERFUL SOURCE OF TRANSFER IS THE NOTION THAT PRINT CARRIES
MEANING 2EADERS KNOW THAT READING IS ABOUT DERIVING MEANING FROM PRINT 5SING
COMPREHENSION STRATEGIES TO MAKE MEANING IS A SKILL THAT TRANSFERS ACROSS LANGUAGES
s (ABITS AND ATTITUDES ABOUT READING AND WRITING 3TUDENTS WHO ARE SUCCESSFUL READERS AND
WRITERS IN THEIR lRST LANGUAGE AND WHO HAVE GOOD STUDY HABITS IN THAT LANGUAGE ARE ABLE TO
TRANSFER THESE ATTITUDES AND HABITS TO READING AND WRITING IN A SECOND LANGUAGE 3EEING
ONESELF AS A LITERATE PERSON AND A SUCCESSFUL STUDENT TRANSFERS ACROSS LANGUAGES 4HIS DOES
NOT NEED EXPLICIT TEACHING IN A SECOND LANGUAGE
s (IGHER LEVEL THINKING AND METACOGNITIVE SKILLS AND STRATEGIES 4HESE SKILLS TRANSFER ACROSS
LANGUAGES !LL GOOD READERS POSSESS THE SKILLS OF SKIMMING PARAPHRASING SUMMARIZING
PREDICTING USING DICTIONARIES AND OTHER RESOURCES AND NOTE TAKING
s #ONTENT KNOWLEDGE +NOWLEDGE TRANSFERS ACROSS LANGUAGES #ONTENT MASTERED IN ONE
LANGUAGE TRANSFERS TO A SECOND LANGUAGE
,ANGUAGE SPECIlC ISSUES THAT HAVE TO BE EXPLICITLY TAUGHT
s 0RINT DIRECTIONALITY 0RINT MAY BE READ HORIZONTALLY FROM LEFT TO RIGHT AS IN %NGLISH AND
3PANISH HORIZONTALLY FROM RIGHT TO LEFT AS IN !RABIC OR VERTICALLY FROM RIGHT TO LEFT AS IN
#HINESE 4HUS PRINT DIRECTIONALITY TRANSFERS ACROSS SOME LANGUAGES %NGLISH AND 3PANISH
BUT NOT OTHERS %NGLISH AND #HINESE 7HETHER DIRECTIONALITY NEEDS TO BE EXPLICITLY TAUGHT
DEPENDS ON WHETHER THE PRINT DIRECTIONALITY IS THE SAME OR DIFFERENT ACROSS THE TWO
LANGUAGES
s 'RAMMAR AND ORTHOGRAPHIC FEATURES %ACH LANGUAGE HAS ITS OWN GRAMMATICAL SYSTEM AND
SPELLING SYSTEM
s 7ORDS 6OCABULARY IS LANGUAGE SPECIlC AND MUST BE TAUGHT IN EACH LANGUAGE ALTHOUGH IN
THE CASE OF RELATED LANGUAGES SUCH AS 3PANISH AND %NGLISH TRANSFER CAN BE FACILITATED THROUGH
EXPLICIT INSTRUCTION IN COGNATES AND COMMON ROOTS AND AFlXES ACROSS %NGLISH AND 3PANISH
s #ULTURAL SCHEMA 4HESE ARE CULTURAL ASSUMPTIONS VALUES AND THEMES THAT ARE EMBEDDED
IN EACH LANGUAGE AND CULTURE !LL LITERATURE IS CULTURALLY BASED HOWEVER THE CULTURAL VALUES
EMBEDDED IN A TEXT ARE LANGUAGE SPECIlC AND DO NOT TRANSFER FROM ONE LANGUAGE TO
ANOTHER )T IS IMPORTANT THAT TEACHERS EXPLICITLY TEACH THE CULTURAL SCHEMA THAT STUDENTS
NEED IN ORDER TO SUCCESSFULLY INTERACT WITH TEXT THAT IS WRITTEN IN THEIR SECOND LANGUAGE

s 3TORY STRUCTURE AND RHETORICAL DEVICES )T IS IMPORTANT FOR TEACHERS TO HELP STUDENTS LEARN
THAT STORY STRUCTURES AND RHETORICAL DEVICES MAY DIFFER ACROSS LANGUAGES 4HESE DIFFERENCES
NEED TO BE EXPLICITLY TAUGHT
(ELPFUL RESOURCES ON THIS TOPIC INCLUDE ,ANGUAGE 4RANSFER /DLIN AND ,EARNER %NGLISH
! TEACHERS GUIDE TO INTERFERENCE AND OTHER PROBLEMS 3ECOND %DITION 3WAN 3MITH
"OTH DISCUSS TRANSFER ISSUES RELATED TO A VARIETY OF LANGUAGES
!RE THERE STANDARDS FOR 3PANISH LANGUAGE ARTS 3HOULD THEY BE DIFFERENT FOR ,
AND , LEARNERS
3OME STANDARDS HAVE BEEN DEVELOPED FOR 3PANISH BUT MUCH MORE WORK NEEDS TO BE DONE IN
THIS AREA 4HE STATE OF 4EXAS HAS 3PANISH LANGUAGE ARTS STANDARDS AND THE STATE OF .EW 9ORK HAS
DEVELOPED .ATIVE ,ANGUAGE !RTS 3TANDARDS FOR A VARIETY OF LANGUAGES WWWEMSCNYSEDGOV
CIAIBILINGRESOURCE.,!HTML )N ADDITION SOME SCHOOL DISTRICTS SUCH AS !RLINGTON 6! HAVE
DEVELOPED THEM &INALLY THE !MERICAN #OUNCIL ON THE 4EACHING OF &OREIGN ,ANGUAGES !#4&,
WWWACTmORG HAS DEVELOPED GENERAL STANDARDS FOR FOREIGN LANGUAGE INSTRUCTION IN THE 5NITED
3TATES BUT THESE ARE NOT LANGUAGE SPECIlC NOR DO THEY APPLY TO NATIVE SPEAKERS
7HAT CHARACTERISTICS ARE IMPORTANT WHEN CHOOSING BASAL READERS AND OTHER
CURRICULAR MATERIALS FOR 3PANISH LITERACY INSTRUCTION IN 47) PROGRAMS
,ITERACY SPECIALISTS RECOMMEND HIGH INTEREST MATERIALS THAT TAKE INTO ACCOUNT STUDENTS BACKGROUNDS
LEVELS OF PROlCIENCY AND LEARNING PREFERENCES )N 47) PROGRAMS THE FOLLOWING TYPES OF READING
MATERIALS ARE PARTICULARLY APPROPRIATE
s /RIGINAL TEXTS IN THE PARTNER LANGUAGE RATHER THAN TRANSLATIONS OF %NGLISH RESOURCES
4RANSLATED TEXTS UNDERMINE THE GOAL OF CROSS CULTURAL AWARENESS AND TRUE BICULTURALISM
AS THEY LACK AUTHENTICITY OF THEMES CHARACTER MOTIVATION AND UNDERLYING VALUES REPRESENTED
4HE LANGUAGE IS ALSO UNNATURAL AND IS NOT DESIGNED TO CAPITALIZE ON THE PLAYFULNESS RHYTHM
AND RHYME OF EACH LANGUAGE
s 4EXTS THAT RELATE TO STUDENTS BACKGROUNDS
s ,EVELED TEXTS SEE 1UESTION IN THE ,ANGUAGE $EVELOPMENT SECTION

s "OTH lCTION AND NONlCTION BOOKS IN A VARIETY OF GENRES AND BY MANY DIFFERENT AUTHORS
s ! COMBINATION OF LANGUAGE RICH MATERIALS THAT ALLOW FOR TEACHING PART TO WHOLE ASPECTS OF
LITERACY
7HAT LITERACY SKILLS ARE TAUGHT THROUGH THE CONTENT AREAS AND WHAT ARE TAUGHT
THROUGH LANGUAGE ARTS LESSONS
,ITERACY SKILLS ARE TAUGHT THROUGH BOTH THE CONTENT AREAS AND LANGUAGE ARTS LESSONS %XPLICIT LANGUAGE
ARTS INSTRUCTION THROUGH BOTH LANGUAGES IS AN ESSENTIAL COMPONENT OF 47) INSTRUCTION "UT LITERACY
SKILLS CAN AND SHOULD BE TAUGHT THROUGH CAREFULLY PLANNED CONTENT AREA UNITS AS WELL 4HEMATIC
CONTENT AREA UNITS INVOLVE HAVING STUDENTS READ A VARIETY OF BOTH lCTION AND NONlCTION MATERIAL AT A
VARIETY OF READING LEVELS ,ITERACY SKILLS ARE TAUGHT THROUGH FOCUSED MINI LESSONS READINGS AND WRITING
PROJECTS THROUGHOUT THE UNIT )N PARTICULAR CONTENT SPECIlC VOCABULARY RHETORICAL STRUCTURES AND
SKILLS SUCH AS USING GLOSSARIES LOOKING FOR SUB HEADINGS AS A WAY OF lNDING INFORMATION READING TABLE
OF CONTENTS SKIMMING ETC LEND THEMSELVES TO INSTRUCTION THROUGH THE CONTENT AREAS
(OW DO YOU TEACH A CLASSROOM OF STUDENTS WITH VARYING LEVELS OF LITERACY AND READING
READINESS
!S PART OF A BALANCED APPROACH TO TEACHING LITERACY EFFECTIVE TEACHERS USE A VARIETY OF STRATEGIES FOR
DIFFERENTIATING INSTRUCTION /NE SUCCESSFUL STRATEGY IS TO VARY STUDENT GROUPING SOMETIMES GROUPING
STRONG AND STRUGGLING READERS TOGETHER AND AT OTHER TIMES GROUPING TOGETHER STUDENTS WHO ARE
READING AT SIMILAR LEVELS )N HETEROGENEOUS GROUPINGS STRONGER STUDENTS SUPPORT STUDENTS WHO ARE
STRUGGLING WHILE IN HOMOGENEOUS GROUPINGS STRONG STUDENTS CAN ACCELERATE AND STRUGGLING READERS
CAN RECEIVE EXTRA HELP AND ATTENTION FROM THE TEACHER 6ARIABILITY IN GROUPING STRUCTURE ALLOWS FOR
DIFFERENTIATED INSTRUCTION AND MAXIMIZES ALL STUDENTS OPPORTUNITIES TO LEARN TO READ AND WRITE /THER
INSTRUCTIONAL SUPPORTS INCLUDE THE USE OF PARAPROFESSIONALS CROSS AGE TUTORS AFTER SCHOOL SUPPORT
AND RESOURCE TEACHERS 3PECIlCALLY RESOURCE TEACHERS SUCH AS 4ITLE ) TEACHERS 2EADING TEACHERS
LITERACY COACHES AND OTHERS CAN WORK WITH THE CLASSROOM TEACHER TO PROVIDE EXTRA SUPPORT DURING
READING INSTRUCTION )T IS IMPORTANT THAT THESE RESOURCE TEACHERS BE KNOWLEDGEABLE ABOUT THE
GOALS AND STRUCTURE OF READING INSTRUCTION IN THE 47) PROGRAM IE THAT NATIVE %NGLISH SPEAKERS
MAY BE RECEIVING INITIAL LITERACY INSTRUCTION SOLELY THROUGH THEIR SECOND LANGUAGE AS IN THE CASE OF

MANY PROGRAMS OR THAT ALL STUDENTS MAY BE RECEIVING SIMULTANEOUS INITIAL LITERACY INSTRUCTION
THROUGH BOTH PROGRAM LANGUAGES AS IN THE CASE OF MANY PROGRAMS SO THAT THEY CAN PROVIDE
APPROPRIATE SUPPORTS &INALLY THE USE OF LEVELED READERS SEE 1UESTION IN THE LANGUAGE
DEVELOPMENT SECTION CAN BE USEFUL WHEN WORKING WITH A GROUP OF STUDENTS WITH VARYING LITERACY
ABILITIES
!RE ANY SPECIAL SUPPORTS GIVEN TO STUDENTS WHILE THEY ARE DEVELOPING LITERACY SKILLS
IN THEIR SECOND LANGUAGE AS OPPOSED TO THEIR lRST
3TUDENTS WHO ARE DEVELOPING LITERACY SKILLS OR ARE LEARNING CONTENT IN A SECOND LANGUAGE SHOULD
BE PROVIDED WITH HIGHLY COMPREHENSIBLE ENVIRONMENTS FOR LEARNING 1UALITY 47) INSTRUCTION
INCORPORATES STRATEGIES AND COOPERATIVE GROUPINGS DESIGNED TO PROMOTE THE ACQUISITION OF LANGUAGE
LITERACY AND CONTENT AND TO HELP SCAFFOLD STUDENT LEARNING IN THESE DOMAINS
%XAMPLES OF SUCH SCAFFOLDS INCLUDE PROVIDING STUDENTS WITH TEXTS AT A VARIETY OF READING LEVELS
SEE 1UESTION IN THE LANGUAGE DEVELOPMENT SECTION USING HANDS ON ACTIVITIES TO ENSURE
UNDERSTANDING READING STORIES IN THE SECOND LANGUAGE THAT ARE THEMATICALLY LINKED TO THOSE THAT HAVE
ALREADY BEEN READ IN THE lRST LANGUAGE IN ORDER TO ENABLE STUDENTS TO TRANSFER THEIR KNOWLEDGE FROM
THEIR lRST TO THEIR SECOND LANGUAGE USING COGNATE WORDS AND EXPLICITLY POINTING OUT THAT THEY ARE
COGNATES PROVIDING PICTURE CLUES AND OTHER VISUAL AIDS AND INCORPORATING CULTURALLY RELEVANT TEXTS
THAT TELL FAMILIAR STORIES )N ADDITION THERE ARE A NUMBER OF PRE READING STRATEGIES THAT TEACHERS CAN
USE TO HELP GUIDE THE STUDENTS THROUGH STORIES BEFORE THEY ACTUALLY READ THEM 4HIS INITIAL WALK
THROUGH CAN BE ESPECIALLY HELPFUL TO STUDENTS WHO ARE LEARNING TO READ IN A SECOND LANGUAGE WITHOUT
THE PRIOR BENElT OF lRST LANGUAGE LITERACY SUCH AS IS THE CASE WITH NATIVE %NGLISH SPEAKERS IN MANY
PROGRAMS

1UESTIONS AND !NSWERS #ROSS #ULTURAL #OMPETENCE #,!332//- ).3425#4)/.
(OW CAN TEACHERS PROMOTE POSITIVE CROSS CULTURAL ATTITUDES AND BEHAVIORS AMONG
STUDENTS
4EACHERS CAN PROMOTE POSITIVE CROSS CULTURAL ATTITUDES BY MAKING SURE THAT STUDENTS HAVE POSITIVE
EXPERIENCES WITH ONE ANOTHER AND INTERACT SUCCESSFULLY ESPECIALLY IN THE PARTNER LANGUAGE 7HEN
TEACHERS EXPLORE STUDENT UNDERSTANDINGS OF EVENTS AND EXPERIENCES THEY ENSURE THAT LEARNERS
ARE ACCURATELY INTERPRETING WHAT IS GOING ON AROUND THEM /VER TIME THEY HELP DEEPEN STUDENTS
APPRECIATION OF THE OTHER CULTURE AND ITS SPEAKERS AND EXPAND THEIR UNDERSTANDING 4EACHERS SHOULD
CONCENTRATE AS MUCH IF NOT MORE ON VALUES NORMS AND PERSPECTIVES OF THE PARTNER LANGUAGE
CULTURE AS WELL AS THOSE OF OTHER CULTURES PARTICULARLY IF THEY ARE REPRESENTED IN THE CLASSROOM AS
THEY DO ON VISIBLE CULTURAL PRACTICES SUCH AS HOLIDAYS FOODS MUSIC AND DANCE
4EACHERS CAN ALSO INFORM SECOND LANGUAGE LEARNERS OF THE EXPECTED BEHAVIORS AND NORMS TO FOLLOW
IN GIVEN ENVIRONMENTS SO THAT THEY BEHAVE IN CULTURALLY EXPECTED WAYS AND RECEIVE POSITIVE FEEDBACK
DURING THOSE EXPERIENCES "ECOMING BICULTURAL IS AS IMPORTANT AS BECOMING BILINGUAL AND IT HAS TO BE
ACTIVELY FOSTERED IT DOESNT HAPPEN ON ITS OWN "Y HAVING CROSS CULTURAL OBJECTIVES IN EACH LESSON AND
UNIT TEACHERS ENSURE THAT THEY ARE PAYING ADEQUATE ATTENTION TO THIS IMPORTANT GOAL OF THE PROGRAM
#HILDRENS LITERATURE IS ANOTHER AVENUE FOR EXPLORING CULTURAL MEANINGS AND PERSPECTIVES 4EACHERS
HELP STUDENTS UNDERSTAND EACH OTHERS LIVES WHEN THEY CHOOSE MATERIALS THAT REPRESENT DIVERSE
PERSPECTIVES AND EXPERIENCES AND ENCOURAGE STUDENTS TO DISCUSS DIFFERENCES LOOKING AT NOT JUST
THE STORYS SURFACE FEATURESITS EVENTS SETTING AND CHARACTERSBUT ALSO ITS DEEPER VALUES &OR
EXAMPLE A TEACHER IN 3CHOOL $ISTRICT HTTPWEBSDKILUSINDEXASP IN 3CHAUMBURG
), RECOUNTED AN EPISODE IN HER CLASS THAT OCCURRED WHILE STUDENTS WERE READING A SHORT STORY /NE
STUDENT QUESTIONED WHY THE FATHER IN THE STORY NEEDED HIS SON TO MAKE CALLS FOR HIM 3HE COULDNT
UNDERSTAND WHY AN ADULT WOULD ASK A CHILD TO DO THIS 4HE TEACHER THEN ASKED OTHER STUDENTS IN
THE CLASS TO RAISE THEIR HANDS IF THEY HAD EVER MADE CALLS FOR THEIR PARENTS AND TO EXPLAIN WHY -ANY
STUDENTS SHARED ACCOUNTS OF TRANSLATING CALLS FOR THEIR FAMILY MEMBERS 5SING THIS KIND OF LITERATURE
VALIDATES THE EXPERIENCES OF SOME STUDENTS WHILE IT OPENS THE EYES OF OTHER STUDENTS TO THE LIVES OF
THEIR CLASSMATES

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS #ROSS #ULTURAL #OMPETENCE
/THER SUGGESTIONS FOR PROMOTING POSITIVE CROSS CULTURAL ATTITUDES AND BEHAVIORS FOLLOW
s "E A GOOD ROLE MODEL 3HOW APPRECIATION AND RESPECT FOR PEOPLE OF DIFFERING CULTURAL
BACKGROUNDS
s #ELEBRATE LINGUISTIC DIVERSITY #ELEBRATE IT WITHIN AS WELL AS ACROSS LANGUAGES 0OINT OUT
REGIONAL VARIATIONS IN VOCABULARY AND OTHER LANGUAGE FEATURES SUCH AS PRONUNCIATION
s )NVITE CULTURAL INFORMANTS TO COME TO THE CLASSROOM SO THAT STUDENTS CAN SEE lRSTHAND
HOW MEMBERS OF A CULTURAL GROUP VIEW CERTAIN EVENTS AND EXPERIENCES
s 0ROMOTE CROSS CULTURAL UNDERSTANDING AMONG SCHOOL STAFF BY HAVING OPEN DISCUSSIONS
ABOUT CULTURAL ISSUES AT FACULTY MEETINGS
s #OLLABORATE WITH THE 04! IN PLANNING A MULTICULTURAL EVENING WHERE PARENTS CAN
EXCHANGE IDEAS OPINIONS AND FOOD
(OW CAN TEACHERS INCORPORATE A MULTICULTURAL PERSPECTIVE INTO INSTRUCTION
)NCORPORATING CULTURAL PERSPECTIVES INTO INSTRUCTION CAN TAKE PLACE AT THE LEVEL OF BELIEFS VALUES
NORMS AND PRACTICES )N 47) PROGRAMS THE GOAL IS TO INCORPORATE A MULTICULTURAL PERSPECTIVE AT
ALL OF THESE LEVELS -ULTICULTURAL PERSPECTIVES ARE lRST OF ALL REPRESENTED THROUGH CURRICULUM AND
MATERIALS "UT INCORPORATING A MULTICULTURAL PERSPECTIVE INTO INSTRUCTION IS MUCH MORE THAN HAVING
MULTICULTURAL MATERIALS IE CHILDRENS LITERATURE IN THE CLASSROOM #LASSROOM INTERACTIONS DIRECT EYE
CONTACT AMOUNT OF ADULT GUIDANCE PROVIDED STUDENT GROUPINGS WAYS OF REWARDING AND REINFORCING
DESIRED BEHAVIOR USE OF TIME AND SPACE AND COUNSELING AND PARENT OUTREACH EFFORTS ALL REmECT
CULTURAL NORMS AND MUST BE CAREFULLY PLANNED #LOUD 7HEN DIFFERENT STUDENT GROUPINGS TASK
DEMANDS TEACHING APPROACHES AND CURRICULUM MATERIALS ARE USED LEARNERS BECOME MORE CULTURALLY
mEXIBLE AND SAVVY 4HEY ARE GIVEN A CHANCE TO DEVELOP BICULTURAL COMPETENCEONE OF THE GOALS OF
A 47) PROGRAM 4HEY KNOW HOW TO BEHAVE IN DIFFERENT CULTURAL CONTEXTS THEY FEEL COMFORTABLE IN
BOTH CULTURES AND THEY ARE ABLE TO LOOK AT THINGS FROM MULTIPLE PERSPECTIVES
7HAT ARE SOME GOOD RESOURCES FOR MULTICULTURAL INSTRUCTION

0RIMARY SOURCE MATERIALS ARE A GOOD WAY TO PROVIDE MULTICULTURAL INSTRUCTION )N STUDYING A PARTICULAR
HISTORIC PERIOD VARIOUS PERSPECTIVES ON THE SAME EVENT CAN BE REPRESENTED THROUGH lRST PERSON
NARRATIVES RECORDED ORAL HISTORIES LETTERS JOURNALS ESSAYS ,EARNERS CAN COME TO APPRECIATE HISTORIC

1UESTIONS AND !NSWERS #ROSS #ULTURAL #OMPETENCE #,!332//- ).3425#4)/.
EVENTS IN ALL THEIR COMPLEXITY FROM THE PERSPECTIVES OF ALL PARTIES INVOLVED 3TUDYING DIFFERENT AUTHORS
IS ANOTHER WAY TO DEEPEN CULTURAL UNDERSTANDING ! GOOD RESOURCE FOR STUDENTS LEARNING 3PANISH IS
,ATINA AND ,ATINO 6OICES IN ,ITERATURE ,IVES AND 7ORKS BY &RANCES $AY "Y STUDYING AUTHORS
FROM ACROSS THE (ISPANIC WORLD LEARNERS CAN COME TO APPRECIATE THE PERSPECTIVES LIFE STYLES VALUES
AND EXPERIENCES OF VARIOUS ,ATIN !MERICAN PEOPLES /THER USEFUL WEBSITES WITH RESOURCES RELATED TO
,ATINO CULTURE INCLUDE WWWPOEMITASCOMCOSICOSASHTM HTTPPERSONALIDDEOESBERNALMARISA
AND HTTPWWWBILINGUALBOOKSCOM 7EBSITES WITH RESOURCES RELATED TO !SIAN CULTURES ARE
WWWAFKCOM AND WWWFALCOMJMUEDU^RAMSEYILMULASIAHTM
4HE FOLLOWING 7EB SITES ARE OTHER GOOD SOURCES OF INFORMATION FOR PLANNING MULTICULTURAL
INSTRUCTION
s WWWADLORG
4HE 7ORLD OF $IFFERENCE )NSTITUTE 4RAINING AND #URRICULUM 'UIDES OFFERED THROUGH THE
!NTI $EFAMATION ,EAGUE ARE A GREAT RESOURCE FOR TEACHERS FROM KINDERGARTEN TO HIGH
SCHOOL
s WWWTOLERANCEORG
4HIS SITE FEATURES 4EACHING 4OLERANCE A MAGAZINE PUBLISHED BY THE 3OUTHERN 0OVERTY ,AW
#ENTER THAT PROVIDES MANY CLASSROOM ACTIVITIES AND MATERIALS TO SUPPORT MULTICULTURAL
INSTRUCTION
s WWWCULTUREFORKIDSCOM
#ULTURE FOR +IDS IS A GREAT RESOURCE FOR TEACHERS WHO WISH TO PROMOTE MULTICULTURAL LEARNING
EXPERIENCES FOR CHILDREN
s WWWTEACHERSDISCOVERYCOM
4HIS SITE PROVIDES INFORMATION ON BOOKS VIDEOS LESSON ACTIVITIES FOR TEACHING 3PANISH AND
&RENCH LANGUAGES AND THE CULTURES OF 3PANISH AND &RENCH SPEAKING PEOPLES
s HTTPWWWLANICUTEXASEDULAREGIONK
4HIS SITE PROVIDES RESOURCES FOR LANGUAGE STUDY AND SOCIAL STUDIES FOR NATIVE SPEAKERS OF
3PANISH AND 0ORTUGUESE

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS #ROSS #ULTURAL #OMPETENCE
s HTTPWWW BCFUSCEDU^CMMR,ATINOHTML
4HIS SITE FEATURES 3PANISH AS A SECOND LANGUAGE RESOURCES THAT INCORPORATE CULTURE AND ARTS
s WWWDOMINIECOM
4HIS SITE PROVIDES INFORMATION ON AUTHENTIC AND TRANSLATED LITERATURE PRE +
3EE CAUTIONS ABOUT THE USE OF TRANSLATED LITERATURE IN 1UESTION OF THE LITERACY
INSTRUCTION SECTION
s WWWMULTICULTURALBOOKSANDVIDEOSCOM
4HIS SITE PROVIDES RESOURCES FOR TEACHING ABOUT DIFFERENT CULTURES

1UESTIONS AND !NSWERS !SSESSMENT #,!332//- ).3425#4)/.
!SSESSMENT
(OW DO YOU DISTINGUISH BETWEEN LANGUAGE PROlCIENCY AND CONTENT KNOWLEDGE WHEN
ASSESSING STUDENT PERFORMANCE IN THE CONTENT AREAS
)N 47) CLASSROOMS AS IN ALL SECOND LANGUAGE LEARNING ENVIRONMENTS IT IS VERY HARD TO DISTINGUISH
BETWEEN LANGUAGE PROlCIENCY AND CONTENT KNOWLEDGE AS LANGUAGE IS ALWAYS INVOLVED IN CONVEYING
INFORMATION (OWEVER USING THE RECOMMENDED PRACTICE OF DEVELOPING BOTH CONTENT AND LANGUAGE
OBJECTIVES FOR EACH LESSON OR UNIT CAN HELP TEASE APART THESE TWO ISSUES /NCE THESE OBJECTIVES HAVE
BEEN DEVELOPED TEACHERS CAN GENERATE DESCRIPTORS FOR DIFFERING LEVELS OF ATTAINMENT EG THROUGH
THE DEVELOPMENT OF A RUBRIC IN ORDER TO KEEP TRACK OF THE LEVEL AT WHICH STUDENTS ARE PERFORMING
IN LANGUAGE AND IN CONTENT 4HIS WILL HELP ILLUMINATE THE EXTENT TO WHICH STUDENTS KNOW THE LANGUAGE
OF THE CONTENT AREA AND THE EXTENT TO WHICH THEY HAVE UNDERSTOOD THE CONCEPTS PRESENTED IN THAT
CONTENT AREA
/NE ADVANTAGE OF THE 47) SETTING IS THAT IT ALLOWS TEACHERS TO ASSESS STUDENTS IN THEIR NATIVE
LANGUAGE IF THERE IS CONCERN THAT THEIR LEVEL OF MASTERY OF A CONTENT TOPIC AS ASSESSED IS
COMPROMISED BY LIMITED SECOND LANGUAGE PROlCIENCY 4HIS MAY BE PARTICULARLY IMPORTANT FOR NEW
ARRIVALS IN THE UPPER ELEMENTARY GRADES SPECIlCALLY %NGLISH LANGUAGE LEARNERS FOR WHOM THE 47)
PROGRAM IS OFTEN THE BEST PLACEMENT WHO ARE LIKELY TO BE SUBSTANTIALLY BEHIND THEIR PEERS IN
SECOND LANGUAGE PROlCIENCY
)T IS VERY IMPORTANT THAT TEACHERS NOT WATER DOWN THE CURRICULUM BECAUSE OF CONCERNS ABOUT LIMITED
LANGUAGE PROlCIENCY )T IS ONE THING TO ADAPT THE LANGUAGE AND SOMETHING ELSE TO MINIMIZE THE
COGNITIVE DEMANDS OF A TASK 2EGARDLESS OF THE LANGUAGE PROlCIENCY OF THE STUDENTS IT IS IMPORTANT
FOR TEACHERS TO REQUIRE APPROPRIATE LEVELS OF THINKING FOR COMPLETING ACADEMIC TASKS SUCH AS
RETRIEVAL COMPREHENSION ANALYSIS KNOWLEDGE UTILIZATION AND METACOGNITION -ARZANO
4HIS IS TRUE EVEN WHEN THE CHILD IS LEARNING A SECOND LANGUAGE OR HAS A LEARNING DISABILITY
3OME STRATEGIES RECOMMENDED BY 0ATRICIA -ARTÓNEZ A TEACHER AT +EY %LEMENTARY 3CHOOLS
IMMERSION PROGRAM IN !RLINGTON 6! HTTPWWWARLINGTONKVAUSSCHOOLSKEYBROCHURESHTML
FOLLOW

#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS !SSESSMENT
s 0ROVIDE A WORD BANK SO THAT STUDENTS CAN USE THOSE WORDS TO DEMONSTRATE THEIR
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s 0ROVIDE VOCABULARY ON BULLETIN BOARDS THAT ARE VISIBLE TO STUDENTS
s 0ROVIDE STUDENTS WITH OPPORTUNITIES TO DRAW AS WELL AS WRITE RESPONSES
s 0ROVIDE ASSESSMENTS IN THE NATIVE LANGUAGE
s 3CAFFOLD ASSESSMENTS BY ADDING VISUALS AND GRAPHICS STRESSING IMPORTANT KEY WORDS BY
USING BOLD FONT AND BULLETED INFORMATION PROVIDING FOR A VARIETY OF WAYS TO ANSWER
LIMITING THE AMOUNT OF INFORMATION ON ONE PAGE AND MODIFYING THE LENGTH OF PARAGRAPHS
AND LEVEL OF DIFlCULTY OF VOCABULARY
s 5SE PERFORMANCE BASED ASSESSMENTS AND ANECDOTAL RECORDS TO ASSESS STUDENTS LEARNING
s )NCLUDE SELF EVALUATIONS IN THE TEACHING LEARNING PROCESS 4HE USE OF HAPPY FACES OR OTHER
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s (AVE STUDENTS SHOW WHAT THEY HAVE LEARNED THROUGH ROLE PLAYING
s (AVE STUDENTS KEEP A JOURNAL OF THEIR THINKING PROCESSES
s 4AKE PICTURES OF THE STUDENTS WORKING AND THEN HAVE THEM EXPLAIN WHAT THEY WERE
DOING IN EACH PICTURE
s (AVE STUDENTS SHOW THEY UNDERSTAND SOMETHING BY TEACHING IT TO ANOTHER PERHAPS
YOUNGER STUDENT
7HAT 3PANISH AND %NGLISH ORAL LANGUAGE ASSESSMENTS ARE USED IN 47) PROGRAMS
7HAT INFORMATION DO THEY OFFER ABOUT NATIVE SPEAKERS AND SECOND LANGUAGE LEARNERS
3HOULD THE SAME ASSESSMENTS BE USED FOR lRST AND SECOND LANGUAGE SPEAKERS
! VARIETY OF STANDARDIZED AND NONSTANDARDIZED ASSESSMENTS OF ORAL LANGUAGE PROlCIENCY

ARE USED IN 47) SETTINGS AS IN OTHER EDUCATIONAL SETTINGS WITH SECOND LANGUAGE LEARNERS
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JSP&/,$%2#%FOLDER?ID!33/24-%.4#%AST?
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THREE COMMONLY USED STANDARDIZED ORAL PROlCIENCY ASSESSMENTS WITH PARALLEL VERSIONS IN %NGLISH AND
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ABOUT THE PERFORMANCE OF GROUPS OF STUDENTS OVER TIME
.ONSTANDARDIZED ASSESSMENTS INCLUDE THE 3TUDENT /RAL 0ROlCIENCY !SSESSMENT 3/0! HTTPWWW
CALORG#!,7EB$"&,!SSESS&,!$ETAILASPXID THE 3TANFORD &OREIGN ,ANGUAGE /RAL 3KILLS
%VALUATION -ATRIX &,/3%- HTTPWWWCALORG#!,7EB$"&,!SSESS&,!$ETAILASPXID AND
THE !RLINGTON 6! RUBRICS FOR IMMERSION STUDENTS IN 'RADES HTTPWWWCALORGTWIRUBRICS
.ONSTANDARDIZED ASSESSMENTS SUCH AS THESE CAN BE USED EITHER FOR PROGRAM EVALUATION PURPOSES AS
DESCRIBED IN RELATION TO THE STANDARDIZED ASSESSMENTS IN THE PREVIOUS PARAGRAPH OR FOR INSTRUCTIONAL
PURPOSES SINCE THE INFORMATION IS SPECIlC ENOUGH ABOUT STUDENTS SKILLS TO GUIDE INSTRUCTION
)N GENERAL FOR INSTRUCTIONAL PURPOSES ASSESSMENTS THAT GIVE TEACHERS QUALITATIVE INFORMATION ABOUT
STUDENT PERFORMANCE ARE MORE USEFUL THAN TESTS THAT SIMPLY PRODUCE A SCORE &OR THIS REASON
PORTFOLIOS THAT DOCUMENT STUDENT PERFORMANCE OVER TIME CAN BE PARTICULARLY INFORMATIVE 3AMPLE
PORTFOLIO ITEMS MIGHT INCLUDE RECORDINGS OF STUDENT SPEECH OR SAMPLES OF STUDENT WRITING
)N ADDITION BY USING RATING SCALES BASED ON A SET OF RUBRICS TEACHERS CAN GET A CLEAR SENSE OF WHAT
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#,!332//- ).3425#4)/. 1UESTIONS AND !NSWERS !SSESSMENT
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ORAL PROlCIENCY RUBRICS WERE DESIGNED BY 47) PROGRAM TEACHERS FOR 3PANISH ORAL LANGUAGE
ASSESSMENTS HTTPWWWCALORGTWIRUBRICS 4HESE PROVIDE INFORMATION ABOUT PROGRESS MADE
DURING THE COURSE OF THE ACADEMIC YEAR )N %NGLISH THE 3TANFORD %NGLISH ,ANGUAGE 0ROlCIENCY
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OF ASSESSMENTS &IRST BECAUSE 47) PROGRAMS ARE DESIGNED TO PROMOTE BILINGUALISM AND BILITERACY
AS WELL AS GRADE LEVEL ACADEMIC ACHIEVEMENT IT IS IMPORTANT TO ASSESS STUDENTS DEVELOPMENT
IN LANGUAGE AND LITERACY SKILLS IN BOTH LANGUAGES 3ECOND MULTIPLE MEASURES SHOULD BE USED TO
PROVIDE A STRONG INDICATION OF STUDENTS ABILITIES IN THE RELEVANT DOMAINS &INALLY A COMBINATION
OF STANDARDIZED TESTS GENERALLY USED FOR PROGRAM EVALUATION PURPOSES AND TEACHER DEVELOPED
ASSESSMENTS SUCH AS RUBRICS THAT ARE TIED TO CLASSROOM INSTRUCTION AND PROVIDE INFORMATION ABOUT
INDIVIDUAL STUDENT PERFORMANCE SHOULD BE EMPLOYED ! USEFUL LIST OF REFERENCES ON ASSESSMENT
ISSUES WITH SECOND LANGUAGE LEARNERS CAN BE FOUND IN !SSESSMENT REFORM EQUITY AND %NGLISH LANGUAGE
LEARNERS !N ANNOTATED BIBLIOGRAPHY HTTPWWWALLIANCEBROWNEDUPUBSASELLBIBPDF
HTTPWWWALLIANCEBROWNEDUPUBSASELLBIBPDF

1UESTIONS AND !NSWERS 3UPPORTING 3PECIAL 3TUDENT 0OPULATIONS #,!332//- ).3425#4)/.
(OW ARE STUDENTS WITH SPECIAL LEARNING NEEDS IDENTIlED
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STUDENTS IN 47) PROGRAMS IN THE 5NITED 3TATES !S A RESULT MOST OF THE RESEARCH BASED INFORMATION
PRESENTED HERE AND IN THE OTHER QUESTIONS IN THIS SECTION RELATES TO SECOND LANGUAGE LEARNERS WITH
SPECIAL NEEDS IN GENERAL REGARDLESS OF EDUCATIONAL CONTEXT 4O TAILOR THIS SECTION TO THE INTERESTS OF
OUR READERS ANECDOTAL INFORMATION FROM 47) EDUCATORS IS ALSO PROVIDED
)N 47) PROGRAMS AS IN OTHER LANGUAGE LEARNING ENVIRONMENTS IT CAN BE DIFlCULT TO TELL WHETHER A
STUDENT WHO IS LEARNING IN A SECOND LANGUAGE IS HAVING PROBLEMS IN SCHOOL BECAUSE OF A LONG TERM
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BEGIN UNTIL 'RADE )N THIS CASE CONDUCTING SOME ASSESSMENTS IN %NGLISH AND POTENTIALLY DELIVERING
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ISSUE OR REmECTS A TRUE LEARNING DISABILITY
)N THE CASE OF MINORITY STUDENTS IN GENERAL AND LANGUAGE MINORITY STUDENTS IN PARTICULAR FEDERAL
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EDUCATORS TO ADDRESS THE OVERREPRESENTATION OF MINORITY STUDENTS IN SPECIAL EDUCATION SERVICES
$ESPITE THIS CHILDREN OF (ISPANIC ORIGIN CONTINUE TO BE OVERREPRESENTED NATIONALLY IN THE CATEGORIES
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SHOULD INCLUDE BACKGROUND CHARACTERISTICS ORAL LANGUAGE PROlCIENCY AND LITERACY SKILLS IN BOTH THE
lRST AND THE SECOND LANGUAGE ACADEMIC ACHIEVEMENT IN BOTH THE lRST AND THE SECOND LANGUAGE
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TEAM TO COLLECT AND INTERPRET DATA AND DETERMINE A PLAN OF ACTION BASED ON lNDINGS 7HEN ALL OF
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4EACHERS AT .ESTOR %LEMENTARY HTTPWWWSBUSDKCAUSWEBSCHOOLSNENESTORHTM A

47) PROGRAM IN 3AN $IEGO USE WHAT THEY CALL THE RED FOLDER PROCESS 3EE !PPENDIX 2ED &OLDER
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THAT OUTLINES THE PROCEDURES THAT SHOULD BE FOLLOWED AND DOCUMENTS INTERVENTIONS AND THEIR
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SPEAKERS AND NATIVE %NGLISH SPEAKERS WITH SPECIAL ATTENTION TO THE ELEMENTARY GRADES WHEN NATIVE
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lRST SET OF INTERVENTIONS AND ADDITIONAL INTERVENTIONS ARE IMPLEMENTED )F NO PROGRESS IS NOTED AFTER
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FORMAL MEETING IS SCHEDULED !T THE 334 MEETING PARENTS MEET WITH THE RESOURCE TEACHER THE
CLASSROOM TEACHER AND ONE OR MORE OF THE FOLLOWING INDIVIDUALS THE PRINCIPAL A SCHOOL PSYCHOLOGIST
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!T +EY %LEMENTARY HTTPWWWARLINGTONKVAUSSCHOOLSKEYINDEXHTML A 47) PROGRAM

IN !RLINGTON 6! THERE IS A SIMILAR PROCESS FOR IDENTIFYING CHILDREN WITH SPECIAL LEARNING NEEDS !S
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!SSISTANCE 4EAM WHICH MEETS WEEKLY OR MORE OFTEN IF NEEDED TO DISCUSS THE PERFORMANCE OF
REFERRED STUDENTS )F CLASSROOM INTERVENTIONS HAVE BEEN TRIED AND HAVE NOT BEEN EFFECTIVE THE TEAM
COMPLETES A PREREFERRAL CHECKLIST HTTPWWWARLINGTONKVAUSSTUD?SERVSPECIAL?EDND?LANG?
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/NCE THE TEAM HAS DECIDED THE AREAS OF DIFlCULTY TEAM MEMBERS REVIEW EACH OF THE DESCRIBED
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ADAPTATIONS SUGGESTED ARE TO USE A SLANT BOARD OR TO USE COLOR CODED CUES TO INDICATE WHERE TO
BEGIN OR END WRITING

&IGURE 4HE 3PECIAL %DUCATION 2EFERRAL 0ROCESS IN !RLINGTON 6! 0UBLIC 3CHOOLS
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OR COGNITIVE DIFlCULTY THAT IS NOT RELATED TO SECOND LANGUAGE LEARNING ISSUES ! GRAPHIC ORGANIZER
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SEE 1UESTION IN THE SECTION ON ASSESSMENT THE FOLLOWING ARE SOME OF THE MOST
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s $EGREES OF 2EADING 0OWER $20 HTTPWWWTASALITERACYCOMDRPDRP MAINHTML

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(OW CAN TEACHERS SUPPORT STUDENTS WITH SPECIAL LEARNING NEEDS IN THE 47) PROGRAM
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)N WORKING WITH BOTH SECOND LANGUAGE LEARNERS AND STUDENTS WITH SPECIAL NEEDS THE CHALLENGE IS IN
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#AREFUL ATTENTION MUST THEREFORE BE PAID TO THIS MATTER AS STUDENTS WITH LEARNING DISABILITIES ARE THE
ONES WHO MOST NEED ACCESS TO CHALLENGING CURRICULUM
4HE SPECIAL EDUCATION TEACHER CAN WORK CLOSELY WITH THE CLASSROOM TEACHER TO SEE HOW SPECIAL
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THE SPECIAL EDUCATION TEACHER CAN WORK DIRECTLY WITH THE STUDENT PREFERABLY AS AN ADDED SUPPORT IN
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THE LANGUAGE DEVELOPMENT PLAN DESIGNED TO ATTAIN BILINGUALISM AND BILITERACY
! lNAL RECOMMENDATION FOR SUPPORTING SPECIAL NEEDS STUDENTS IN 47) PROGRAMS IS TO PROMOTE THE
ATTITUDE THAT ALL CHILDREN CAN LEARN AND THAT ALL CHILDREN CAN LEARN IN A 47) ENVIRONMENT )F THIS IS THE
PHILOSOPHY OF THE TEACHERS ADMINISTRATORS AND PARENTS THEN IT IS MUCH MORE LIKELY THAT THE STEPS
NEEDED TO PROVIDE SUPPORT FOR SPECIAL NEEDS STUDENTS IN 47) PROGRAMS WILL BE TAKEN AND THESE
CHILDREN WILL BE SUCCESSFUL IN THE PROGRAM
(OW ARE SPECIAL EDUCATION SERVICES INTEGRATED WITH THE 47) PROGRAM
4HE SPECIAL EDUCATION TEACHER NEEDS TO WORK CLOSELY WITH THE CLASSROOM TEACHER TO SEE HOW
SPECIAL EDUCATION INTERVENTIONS CAN BE INCORPORATED INTO THE CLASSROOM /NE INTERVENTION MIGHT
BE TO CHANGE THE STUDENTS SEATING ARRANGEMENT !NOTHER MIGHT INVOLVE SPECIlC STRATEGIES SUCH AS
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OR BETTER YET BY THE STUDENT AND HIS OR HER BUDDY OR PEER TUTOR
"RINGING THE SPECIAL EDUCATION SERVICES INTO THE CLASSROOM ENSURES THAT THE INTERVENTIONS OCCUR
IN THE LANGUAGE OF INSTRUCTION AND THAT THE STUDENTS LANGUAGE DEVELOPMENT PLAN IS NOT UNDULY
DISRUPTED 4HE SPECIAL EDUCATION TEACHER ALSO NEEDS TO WORK VERY CLOSELY WITH THE CLASSROOM
TEACHER TO ENSURE THAT THE SPECIAL EDUCATION SERVICES lT THE INSTRUCTION THAT IS TAKING PLACE IN THE
CLASSROOM AT THAT MOMENT

!T .ESTOR %LEMENTARYS PROGRAM HTTPWWWSBUSDKCAUSWEBSCHOOLSNENESTORHTM

A 3PANISH SPEAKING STUDENT WHO QUALIlES FOR SPECIAL EDUCATION IN KINDERGARTEN lRST OR SECOND GRADE
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THEM IN 3PANISH !T ABOUT FOURTH OR lFTH GRADE HOWEVER SERVICES FOR THE 3PANISH SPEAKERS MAY BE
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!NOTHER FACTOR IS SPEECH AND LANGUAGE PATHOLOGY SERVICES )F A CHILD RECEIVES THESE SERVICES THEY
ARE PROVIDED IN THE NATIVE LANGUAGE BUT AS THE STUDENTS BILINGUAL COMPETENCIES GROW THE SPEECH
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SPEECHLANGUAGE SUPPORT BILINGUALLY
(OW CAN TEACHERS SUPPORT NEW STUDENTS WHO ENTER THE PROGRAM IN THE UPPER
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4O OUR KNOWLEDGE THERE HAVE BEEN NO STUDIES THAT DIRECTLY ADDRESS THE ISSUE OF ACADEMIC
PERFORMANCE OF LATE ENTERING STUDENTS MOST LIKELY BECAUSE IT IS A LOW FREQUENCY PHENOMENON AS IT IS
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APPROPRIATE LANGUAGE AND LITERACY SKILLS IN THE SECOND LANGUAGE THAT WOULD ENABLE THEM TO KEEP PACE
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!T .ESTOR %LEMENTARY HTTPWWWSBUSDKCAUSWEBSCHOOLSNENESTORHTM NATIVE %NGLISH

SPEAKERS ARE ONLY ACCEPTED INTO THE 47) PROGRAM UNTIL THE END OF lRST GRADE SO THE ISSUE
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THROUGH A VARIETY OF TECHNIQUES SUCH AS SCAFFOLDING COMPREHENSIBLE INPUT WAIT TIME AND LANGUAGE
FRAMES #ALDERØN -INAYA 2OWE #LOUD 'ENESEE (AMAYAN %CHEVARRIA 6OGT
3HORT &REEMAN &REEMAN -ERCURI 3OLTERO !LL OF THESE STRATEGIES ARE
NECESSARY FOR ACHIEVING THE HIGH LEVEL ACADEMIC GOALS SET BY STATE AND DISTRICT STANDARDS THAT ALL
PROGRAM TYPES ARE ACCOUNTABLE FOR REGARDLESS OF THE LANGUAGE OF INSTRUCTION 4HE SPECIlC CHOICES
TEACHERS MAKE IN CONTENT STANDARDS AND THEMES WILL OF COURSE VARY FROM PROGRAM TO PROGRAM
REmECTING LOCAL STANDARDS CURRICULA AND STUDENT KNOWLEDGE
"ECAUSE 47) PROGRAMS MUST HELP STUDENTS MEET BOTH ACADEMIC AND LINGUISTIC GOALS LESSONS FOR
47) CLASSESAS EXEMPLIlED BY THE LESSONS IN THIS 4OOLKITINCLUDE BOTH CONTENT AND LANGUAGE
OBJECTIVES &OR THE %NGLISH SIDE OF THE PROGRAM BASING LESSON OBJECTIVES ON %NGLISH LANGUAGE ARTS
STANDARDS IS FAIRLY STRAIGHTFORWARD AS MOST STATES AND DISTRICTS HAVE ADOPTED %NGLISH LANGUAGE ARTS
STANDARDS FOR NATIVE SPEAKERS AND ADAPTATIONS FOR %NGLISH LANGUAGE LEARNERS CAN BE FOUND IN STATE
STANDARDS OR IN THE 4%3/, STANDARDS WWWTESOLORG &OR THE NON %NGLISH SIDE OF THE PROGRAM
WHETHER 3PANISH OR ANOTHER LANGUAGE THE SITUATION IS LESS STRAIGHTFORWARD "ECAUSE STANDARDS ARE

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS )NTRODUCTION
FOR THE MOST PART NOT AVAILABLE FOR THE PARTNER LANGUAGE ALTHOUGH .EW 9ORK FOR EXAMPLE DOES
HAVE NATIVE LANGUAGE ARTS STANDARDS FOR LANGUAGES OTHER THAN %NGLISH AVAILABLE AT HTTPWWW
EMSCNYSEDGOVCIAIBILINGRESOURCE.,!HTML PROGRAMS TEND TO USE !#4&,S FOREIGN LANGUAGE
STANDARDS WWWACTmORG 4HESE STANDARDS MAY HAVE LIMITED APPLICABILITY TO %NGLISH LANGUAGE
LEARNERS STUDYING THEIR OWN LANGUAGE EG NATIVE 3PANISH SPEAKING STUDENTS STUDYING 3PANISH AND
TO STUDENTS IN IMMERSION PROGRAMS IN GENERAL !N ADDED CHALLENGE FOR THE 47) TEACHER IS THAT
LANGUAGE OBJECTIVES MUST ALSO BE APPROPRIATE TO THE PROGRAM MODEL 7HAT IS APPROPRIATE FOR A
MODEL WILL NOT ALWAYS BE APPROPRIATE FOR A MODEL PARTICULARLY IN THE PRIMARY GRADES
WHEN THE RATIOS OF INSTRUCTION IN THE TWO PROGRAM LANGUAGES ARE VERY DIFFERENT IN THE TWO MODELS
4HERE ARE SEVERAL PUBLISHED FRAMEWORKS FOR LESSON PLANNING FOR LINGUISTICALLY AND CULTURALLY DIVERSE
CLASSROOMS 4HE TEMPLATE USED IN THIS 4OOLKIT DRAWS HEAVILY FROM TWO OF THEMTHE 3)/0 MODEL
%CHEVARRIA 6OGT 3HORT AND THE 'IVE -E &IVE &RAMEWORK 'ORDON AVAILABLE THROUGH
$UAL 5 AT WWWDUALUORG &URTHER MODIlCATIONS HAVE BEEN MADE BASED ON DISCUSSIONS OF LESSON
PLANNING IN THE LITERATURE #ALDERØN -INAYA 2OWE #LOUD 'ENESEE (AMAYAN AND
FEEDBACK FROM -ARLENY 0ERDOMO A TEACHER AT THE !RLINGTON 6! 0UBLIC 3CHOOLS AND %STER DE *ONG
A RESEARCHER AT THE 5NIVERSITY OF &LORIDA 4HE TEMPLATE IS NOT INTENDED TO REPLACE LESSON PLANNING
FRAMEWORKS THAT TEACHERS MAY ALREADY BE USING 2ATHER IT IS USED HERE TO HIGHLIGHT KEY FEATURES OF
LESSON PLANNING AND DELIVERY THAT NEED SPECIAL ATTENTION IN 47) SETTINGS
4HE TEACHERS WHO CONTRIBUTED THEIR UNIT AND LESSON PLANS ARE ALL EXPERIENCED IN DUAL LANGUAGE
INSTRUCTION AND HAVE SUCCESSFULLY TAUGHT THESE LESSONS IN DUAL LANGUAGE SETTINGS 4OGETHER THE LESSONS
DEMONSTRATE EFFECTIVE DUAL LANGUAGE INSTRUCTION AT DIFFERENT GRADE LEVELS IN DIFFERENT LANGUAGES AND
IN DIFFERENT CONTEXTS 4HERE ARE NO LESSONS FROM A PROGRAM BECAUSE TO THE EXTENT POSSIBLE
THE LESSONS WERE SOLICITED FROM PROGRAMS WITHIN THE AREA SERVICED BY THE .ORTHEAST AND )SLANDS
2EGIONAL %DUCATIONAL ,AB AT "ROWN 5NIVERSITY AND THE MAJORITY OF PROGRAMS ARE ON THE 7EST
#OAST 4HE LESSONS ARE MEANT TO BE ILLUSTRATIVE AND ARE NOT MEANT TO BE APPLIED WITHOUT ADAPTATION
TO OTHER CLASSROOMS 2ATHER THEY ARE MEANT TO BE ANALYZED AND DISCUSSED PERHAPS IN A TEACHER
STUDY GROUP WITH THE AIDE OF THE 3TUDY 'UIDE THAT FOLLOWS WITH PARTICULAR ATTENTION TO HOW THE
LESSON MIGHT BE MODIlED FOR A PARTICULAR CLASSROOM )T IS ALSO IMPORTANT TO KEEP IN MIND THAT THESE
LESSONS REPRESENT A SNAPSHOT OF LEARNING #ONTENT AND LANGUAGE CONCEPTS TAUGHT IN THESE LESSONS
ARE REVISITED AND REINFORCED THROUGHOUT THE YEAR BY THE TEACHERS WHO DEVELOPED THEM

-ODEL ,ESSON 0LANS )NTRODUCTION #,!332//- ).3425#4)/.
%ACH OF THE PLANS INCLUDES BACKGROUND INFORMATION ABOUT THE SCHOOL IN WHICH IT WAS TAUGHT A UNIT
PLAN THAT PROVIDES A CONTEXT FOR THE LESSON AND A LESSON PLAN THAT COVERS A SINGLE LESSON WITHIN
THE UNIT %ACH PLAN IS FOLLOWED BY A h4EACHING THE ,ESSONv SECTION THAT PROVIDES MORE DETAIL ON
HOW THE LESSON HAS BEEN DELIVERED IN A 47) CLASSROOM 4HE SECTION ELABORATES ON THE MATERIALS
USED THE SCAFFOLDING AND PRIOR KNOWLEDGE ACTIVATION THAT IS REQUIRED LESSON ADAPTATIONS FOR SPECIAL
POPULATIONS WITHIN THE CLASS ELICITATION OF HIGHER ORDER THINKING STUDENT GROUPING AND WAYS TO
CONNECT THE LESSON TO THE LARGER CONTEXT OF THE SCHOOL AND THE STUDENTS LIFE 4HE SECTION IS MEANT
TO PROVIDE THE THINKING BEHIND EACH LESSON BOTH TO ENHANCE THE READERS UNDERSTANDING OF THE UNIT
AND LESSON PLAN AND TO HIGHLIGHT TIES TO BEST PRACTICES AND THE THEORETICAL UNDERPINNINGS INFORMING
THESE PRACTICES
4HE SIX LESSONS VARY WITH REGARD TO THE LANGUAGE OF INSTRUCTION GRADE LEVEL AND CONTENT AREA 4HEY
ALSO HIGHLIGHT DIFFERENT STRATEGIES AND COMPONENTS OF DUAL LANGUAGE INSTRUCTION 7E SUGGEST THAT
TEACHERS READ THROUGH ALL OF THE MODEL LESSONS FOR COMPONENTS THAT THEY MAY lND USEFUL IN THEIR
TEACHING AS MANY OF THE TECHNIQUES AND SUGGESTIONS CAN BE APPLIED ACROSS LANGUAGES GRADE LEVELS
AND CONTENT AREAS
4HE lRST TWO LESSONS PROVIDE EXAMPLES OF MATH INSTRUCTION 4HE lRST LESSON IS A lRST GRADE MATH
LESSON ON TELLING TIME TAUGHT IN *APANESE )T PROVIDES A GOOD EXAMPLE OF A LESSON IN A PARTNER
LANGUAGE OTHER THAN 3PANISH AS WELL AS AN EXAMPLE OF PAIR WORK HANDS ON LEARNING AND INTEGRATED
LANGUAGE AND CONTENT INSTRUCTION 4HE SECOND LESSON IS A THIRD GRADE MATH LESSON ON 4ANGRAMS
TAUGHT IN %NGLISH 4HIS LESSON IS AN EXCELLENT EXAMPLE OF THEMATIC INSTRUCTION AS IT MAKES CONNECTION
BETWEEN MATH ART AND SOCIAL STUDIES )T ALSO INCORPORATES PAIR WORK HANDS ON LEARNING AND
LANGUAGECONTENT INTEGRATION
4HE THIRD AND FOURTH LESSONS PROVIDE EXAMPLES OF CONTENT AREA INSTRUCTION IN @SPECIALS EG PHYSICAL
EDUCATION ART MUSIC AND LIBRARY 4HE THIRD LESSON IS A THIRD GRADE PERFORMING ARTS LESSON ON DANCE
MAPS TAUGHT IN 3PANISH 4HIS LESSON ALSO PROVIDES AN EXCELLENT EXAMPLE OF THEMATIC INSTRUCTION
DANCE AND SOCIAL STUDIES AS WELL AS AN EXAMPLE OF THE USE OF 4OTAL 0HYSICAL 2ESPONSE 402 4HE
FOURTH LESSON IS A SECOND GRADE LESSON THIS TIME FOCUSING ON LIBRARY SKILLS 4HE UNIT IS TAUGHT THROUGH
BOTH %NGLISH AND 3PANISH BUT THE FOCAL LESSON INCLUDED HERE IS TAUGHT IN %NGLISH 4HIS LESSON PROVIDES

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS )NTRODUCTION
A NICE EXAMPLE OF A COOPERATIVE ACTIVITY THAT HELPS TO FOSTER CONNECTIONS ACROSS LANGUAGES THROUGH
AN EMPHASIS ON COGNATES 3AMPLES OF STUDENT WORK ARE ALSO INCLUDED WITH THIS LESSON
4HE LAST TWO LESSONS FOCUS ON LANGUAGE ARTS INSTRUCTION 4HE lFTH LESSON IS A FOURTH GRADE LESSON
TAUGHT IN %NGLISH ALTHOUGH THE LARGER UNIT FROM WHICH IT IS DRAWN IS TAUGHT THROUGH BOTH %NGLISH AND
3PANISH 4HIS LESSON DEMONSTRATES AN EFFECTIVE USE OF 2EADERS 4HEATER TO PROMOTE COMPREHENSION
OF TEXT AND ALSO SHOWS HOW TO FOSTER CROSS CULTURAL AWARENESS ONE OF THE THREE PRIMARY GOALS OF
47) INSTRUCTION 4HE SIXTH AND lNAL LESSON IS A lFTH GRADE LANGUAGE ARTS LESSON TAUGHT IN 3PANISH
WITH REFERENCES TO A PARALLEL BUT NOT IDENTICAL LESSON ON PROVERBS TAUGHT IN %NGLISH 4HIS LESSON IS A
WONDERFUL EXAMPLE OF HOW TO FOSTER CONNECTIONS AND TRANSFER KNOWLEDGE ACROSS LANGUAGES )T IS ALSO
A GOOD EXAMPLE OF HOW TO USE COOPERATIVE GROUPS 4HIS LESSON IS ACCOMPANIED BY SUPPLEMENTARY
INSTRUCTIONAL MATERIALS AND VIDEO SEGMENTS THAT SHOW THIS LESSON BEING TAUGHT BY ONE OF THE CO
AUTHORS -ARLENY 0ERDOMO IN A CLASSROOM AT +EY %LEMENTARY A PROGRAM IN !RLINGTON 6!
HTTPWWWARLINGTONKVAUSSCHOOLSKEYBROCHURESHTML %XAMPLES OF STUDENT WORK ARE ALSO
INCLUDED WITH THIS LESSON
2EFERENCES
#ALDERØN - % -INAYA 2OWE , $ESIGNING AND IMPLEMENTING TWO WAY BILINGUAL PROGRAMS
4HOUSAND /AKS #! #ORWIN
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EDUCATION "OSTON (EINLE (EINLE
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LEARNERS 4HE 3)/0 -ODEL ND ED "OSTON 0EARSON!LLYN "ACON
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-ODEL ,ESSON 0LANS &IRST 'RADE -ATH *APANESEn4ELLING 4IME #,!332//- ).3425#4)/.
47) 4OOLKIT ,ESSON 0LAN
4ELLING 4IME AS AN %VERYDAY 5SE OF .UMBERS 0HASE )

(IROKO $ARNALL
4HOMAS $OOLEY 3CHOOL 3CHAUMBURG ),
$UAL ,ANGUAGE 0ROGRAM &EATURES
0ROGRAM -ODEL
,ANGUAGES *APANESE AND %NGLISH
,ANGUAGE OF )NITIAL ,ITERACY )NSTRUCTION !LL STUDENTS ARE TAUGHT IN THE PARTNER LANGUAGE
AND %NGLISH SIMULTANEOUSLY
3TUDENT "ACKGROUND 7ITHIN THE $UAL ,ANGUAGE 0ROGRAM
,INGUISTIC 0ROlLE PERCENT OF STUDENTS ARE NATIVE %NGLISH SPEAKERS ARE NATIVE *APANESE
SPEAKERS ARE NATIVE SPEAKERS OF ANOTHER LANGUAGE AND SPEAK BOTH *APANESE AND %NGLISH AT
HOME
%THNIC 0ROlLE !BOUT HALF OF THE STUDENTS ARE OF *APANESE ORIGIN /THER GROUPS ARE WHITE
!FRICAN !MERICANS STUDENTS OF MIXED *APANESEOTHER PARENTAGE AND #HINESE

0ERCENT OF STUDENTS IN THE PROGRAM QUALIFYING FOR FREEREDUCED PRICE LUNCH

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS &IRST 'RADE -ATH *APANESEn4ELLING 4IME
5NIT 0LAN
'RADE &IRST
4IME &RAME OF 5NIT 4HREE MINUTE LESSONS
,ANGUAGES OF ,ESSONS *APANESE
5NIT 4HEME 4ELLING 4IME AS AN %VERYDAY 5SE OF .UMBERS 0HASE )
3TANDARDS TO "E !DDRESSED
)LLINOIS ,EARNING 3TANDARDS FOR -ATH
!B -EASURE UNITS OF TIME USING APPROPRIATE INSTRUMENTS EG CALENDARS CLOCKS AND WATCHES
BOTH ANALOG AND DIGITAL
)LLINOIS ,EARNING 3TANDARDS FOR ,ANGUAGE !RTS
!B !SK QUESTIONS AND RESPOND TO QUESTIONS FROM THE TEACHER AND FROM GROUP MEMBERS TO
IMPROVE COMPREHENSION
!C &OLLOW ORAL INSTRUCTIONS ACCURATELY
!D 5SE VISUALLY ORIENTED AND AUDITORILY BASED MEDIA
'UIDING 1UESTIONS
7HAT ARE WAYS TO TELL TIME
(OW DOES TELLING TIME HELP US EVERYDAY AT SCHOOL AND IN LIFE
(OW DO WE ESTIMATE THE TIME
7HY IS IT SO IMPORTANT TO ESTIMATE THE TIME
(OW ARE ANALOG AND DIGITAL CLOCKS ALIKE (OW ARE THEY DIFFERENT
7HY DO WE HAVE SO MANY CLOCKS AND SO MANY DIFFERENT KINDS OF CLOCKS

7HERE DO WE SEE THE TIME NOTATION AS PART OF ENVIRONMENTAL PRINT
(OW DO WE WRITE THE TIME

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7E USE TIME IN MANY DIFFERENT WAYS IN OUR LIVES
7E SCHEDULE OUR SCHOOL ACTIVITIES BY TIME
$IFFERENT TYPES OF CLOCKS SERVE DIFFERENT PURPOSES TO MEET OUR VARIOUS NEEDS
%STIMATING TIME IS IMPORTANT IN LIFE
4IME CAN BE EXPRESSED IN WRITTEN FORM
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!SK STUDENTS ABOUT THEIR ACTIVITIES AND REPRESENT THE TIMES THEY SAY ON THE CLOCK
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SCHEDULE (AVE THE STUDENTS SET THEIR CLOCKS TO EACH TIME 3HOW THE TEACHERS CLOCK TO THE STUDENTS
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4ELL THE STUDENTS THAT THEY WILL BE DOING THIS EVERY DAY AS A PART OF THE CALENDAR ACTIVITY

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ESTIMATION LANGUAGE TO TELL TIME AND WHEN STUDENTS USE THEIR OWN CLOCKS TO SHOW THE TIME SPECIlED
BY THE TEACHER "ECAUSE THIS IS A LANGUAGE INTENSIVE MATH LESSON STUDENTS UNDERSTANDING OF THE
VOCABULARY WILL BE KEY TO THEIR SUCCESSFULLY ANSWERING QUESTIONS FROM THE TEACHER AND PARTICIPATING
WITH THEIR PARTNERS 4HE TEACHER SHOULD ALSO BE SURE TO NOTE STUDENTS NON VERBAL BEHAVIOR IE HOW
THEY MOVE THE HANDS ON THEIR PERSONAL CLOCKS TO CHECK FOR UNDERSTANDING
%XTENSION
!SK STUDENTS TO lND OUT THE TIMES FOR THEIR AFTER SCHOOL ACTIVITIES SUCH AS MUSIC LESSONS SPORTS
PRACTICE HOMEWORK AND DINNER 3END A NOTE HOME TO ENCOURAGE PARENTS TO USE ESTIMATED TIME FOR
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HOME JUST AFTER TONIGHTv
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4HIS UNIT IS INTRODUCED AS PART OF ESTABLISHING A DAILY ROUTINE NEAR THE BEGINNING OF THE SCHOOL YEAR
4HE SECOND PHASE IS TAUGHT TWO MONTHS LATER
"ACKGROUND
-ANY OF THE *APANESE SPEAKING CHILDREN WHO COME TO OUR PROGRAM HAVE STRONG NATIVE LANGUAGE
LITERACY SKILLS AS MOST OF THEM GO TO THE *APANESE 3ATURDAY 3CHOOL .EVERTHELESS THOSE *APANESE
STUDENTS WHO HAVE SPENT SEVERAL YEARS IN THE 5NITED 3TATES GENERALLY NEED A BOOST TO EXPAND
THEIR VOCABULARY AND GAIN CONTROL OF CERTAIN GRAMMATICAL FORMS SUCH AS THE PASSIVE VOICE AND
CAUSATIVE FORMS 4HUS ) MAKE A POINT OF INTRODUCING MORE SOPHISTICATED VOCABULARY IN CONTENT AREA
TEACHING ) ALSO ATTEMPT TO USE THE MORE DIFlCULT STRUCTURES WHENEVER THEY lT NATURALLY INTO THE
LESSON )N ADDITION DURING THE *APANESE ,ANGUAGE !RTS TIME ) TEACH THE AREAS OF LANGUAGE THAT NEED
REINFORCEMENT USING A *APANESE TEXTBOOK APPROVED BY THE *APANESE -INISTRY OF %DUCATION

!N IMPORTANT CONSIDERATION IN TEACHING *APANESE IS WHICH POLITENESS LEVEL TO TEACH FORMAL OR

INFORMAL 4YPICAL *APANESE lRST GRADERS USE INFORMAL FORMS AMONG THEMSELVES (OWEVER THEY NEED
TO LEARN TO USE FORMAL FORMS WHEN THEY SPEAK WITH THOSE WHO ARE OLDER IN ORDER TO SHOW RESPECT
4HEREFORE ) TEACH THE FORMAL FORM OF THE LANGUAGE ) lND THAT THE %NGLISH SPEAKING STUDENTS ARE ABLE
TO PICK UP THE INFORMAL FORMS BY INTERACTING WITH THEIR *APANESE SPEAKING PEERS
)N GENERAL STUDENTS SECOND LANGUAGE SKILLS ARE USUALLY QUITE LIMITED WHEN THEY COME INTO MY ROOM
)N THIS LESSON THE NATIVE %NGLISH SPEAKING STUDENTS ARE LEARNING NEW CONCEPTS IN *APANESE 7HEN
) CONDUCT THE LESSONS ) MAKE SURE TO PROVIDE VISUAL CLUES AND TO ACCOMMODATE STUDENTS LEARNING
STYLES 4HE USE OF 402 GESTURES MUSIC INCLUDING CHANTS OR SONGS AND VISUALS DRAWINGS OR PICTURES
IS ESSENTIAL $IFFERENT COLORED MARKERS PAPER INDEX CARDS A PORTABLE WHITE BOARD AND MAGNETS TO
DISPLAY THE VISUALS ARE KEPT CLOSE AT HAND ) TRY TO ADJUST INSTRUCTION WHENEVER STUDENTS DO NOT SEEM
TO BE UNDERSTANDING A SITUATION THAT OCCURS OFTEN IN DUAL LANGUAGE CLASSES SO HAVING THESE SUPPLIES
IMMEDIATELY AVAILABLE CAN BE A LIFESAVER
-ATERIALS
! CHALLENGE IN TEACHING IN A *APANESE DUAL LANGUAGE SETTING IS THE SCARCITY OF *APANESE TEACHING
MATERIALS FOR BOTH CONTENT AND LANGUAGE INSTRUCTION ESPECIALLY AT THE ELEMENTARY SCHOOL LEVEL AND
FOR MATERIALS MANDATED FOR USE THROUGHOUT THE DISTRICT -ATERIALS MUST BE LINGUISTICALLY AND CULTURALLY
APPROPRIATE FOR THE LANGUAGE OF INSTRUCTION 4HUS DURING *APANESE INSTRUCTIONAL TIME WE OFTEN USE
MATERIALS WRITTEN IN %NGLISH AND ADAPT THEM FOR *APANESE LANGUAGE INSTRUCTION )N MATH THE STUDENT
LAB BOOKS AND ACTIVITY BOOKS THAT COME WITH THE MATH CURRICULUM ARE ALL WRITTEN IN %NGLISH &OR THIS
PARTICULAR LESSON MATERIALS ARE NOT A PROBLEM 4EACHING CHILDREN TO TELL TIME IS PROBABLY UNIVERSAL
!NY CLOCK PATTERNS AVAILABLE TO TEACHERS WILL DO FOR THIS LESSON
)N THE lRST LESSON OF THE UNIT STUDENTS MAKE A CLOCK WITH AN HOUR HAND ONLY 3INCE THEY USE THIS CLOCK
SEVERAL TIMES DURING MATH AND OTHER LESSONS IT IS A GOOD IDEA TO LAMINATE THE HAND FOR DURABILITY
) GO OVER THE KEY VOCABULARY ITEMS WITH THE STUDENTS AND WRITE THEM ON A SHEET OF WHITE
CONSTRUCTION PAPER 7ITH EACH LESSON ) ADD WORDS 4HE SHEET IS POSTED PROMINENTLY IN THE
CLASSROOM SO THAT THE CHILDREN CAN REFER TO IT )T STAYS UP UNTIL THE UNIT ENDS

-OTIVATION
/N THE DAY BEFORE THE LESSON THE STUDENTS CREATED A CLOCK WITH AN HOUR HAND ONLY AND HAD TIME TO
EXPLORE IT 4HEY PRACTICED SHOWING THE EXACT TIME FROM TO 5SING THIS PRIOR EXPERIENCE
) BEGAN THE LESSON DESCRIBED ABOVE BY REVIEWING WHAT THE CHILDREN HAD FOUND OUT ABOUT THE HOUR
HAND !LSO ) REVIEWED TELLING EXACT TIMES
#HANTS CAN HELP STUDENTS BECOME FAMILIAR WITH EXPRESSIONS SUCH AS

いまなんじですか。じです。
% "'. ) #$$ % *( ) )*'" &&'% $ %' -#&" '()
#%$()') ) %$&) % . (%,$ $ %*' $ "%! ,%( $ ( $%) -)".
"$ ,) $*#' %$ ) "%! (. /ࡓ࠷ࡒ࠷＿＿＿ࡋࡇࢀ࡚ࡌ0
," (%,$ ) &&'%-#) )# )$ '&) ) &'%(( ,) '$) )#( %( ()*$)(
,% ' '. )% %$ $ ' $%*' )% + ) &&'%-#) )#( $ % ) (# )+).
,) ࡋࡔࡺࡖ࡛ࡱ࠻
$ ࡋࡔࡺࡖ࡛ࡌࡁ
)""
) )# $ ) ()*$)( '(&%$ . $)$ ) )# %$ )' %,$ "%!( ",.( (%, )
&%((" &)" )#( )% ) ()*$)( +'. )# (%, $ &&'%-#) )# )% ) ()*$)(
(. )) ) ( $ ()#) )# ࡓ࠷ࡒ࠷ࡡࡋ࠾ࢆ
)+ $ %%&')+ "'$$ )+)( ( ,"" ( &".$ #( (* ( #
$% $ "(%
*( )% $$ ) *$'()$$ % ) %$&)( )*$)( $ &' ) )' )"( %' $
,%" '%*& ())$ (% )) $)+ (&!' ( &' ,) "$* "'$' )%$" &')
%' )""$ )# ( $%'&%') ( )+)( $ '." %' "'$$ $)'(
%' )%( ,% $ "'. )"" )# %' ()#) ) )# *($ ) %*' $ $ $'#$)
)+). ( &'%+ ) ()*$)( ' '. )% *( ) )'#( ࡢࢆ
ࡨࢆ %'
$ (% %$ $)'%* ) +%*"'. $ $%*' ) "'$'( )% *( )%(
-&'((%$( %' (.$ ) /),$0 )#( ) -#&"'( ' +"" %' #)) "'$ $
%) "$*( ( &'%+ $'#$) )+)( '") )% )#
) ) $ % ) "((%$ '+, ) !. &'(( $ ,%'( "() %$ ) ,) %$()'*)%$
&&' $ ( % ) () "()( &$( ,%'( $ ) %)' (%,( ) %''(&%$$ $"(
,%'(

!SSESSMENT
$ $ ! # "
" 㸨ࡋࡔࡺࡖ࡛ࡱ࠻
"
$ #
" ! " $ ! $ "
# ! $
$ " " !
! $ ! "
! "
"$ "
" $ " ࡔࡺࡖ࡛ࡱ࠻
" !
" " ! "
"
!$ ! ! " $
%
$
4HE WORKSHEETS AND LAB BOOK THAT COME WITH MY DISTRICTS MATH CURRICULUM ARE ALSO USED FOR
EVALUATION 4HEY ARE WRITTEN IN %NGLISH BUT ) EXPLAIN THE DIRECTIONS IN *APANESE AND GO OVER THE
MATERIAL IN *APANESE ) ENCOURAGE THE CHILDREN TO RESPOND IN *APANESE AS MUCH AS POSSIBLE
.UMBERED (EADS 4OGETHER A COOPERATIVE LEARNING ACTIVITY PROVIDES EVERYBODY A CHANCE TO ANSWER
QUESTIONS SO THAT SPEAKING CAN BE ASSESSED ) ASK A PERSON FROM EACH GROUP TO RESPOND VERBALLY
INSTEAD OF WRITING THE ANSWER 4HE *APANESE CHILDREN OFTEN HELP THEIR %NGLISH SPEAKING PEERS IF THEY
NEED LANGUAGE ASSISTANCE
3INCE THE BASIC CONTENT AND LANGUAGE CONCEPTS OF THIS UNIT WILL BE USED EVERYDAY IN BASIC CLASSROOM
ROUTINES ASSESSMENT THROUGH OBSERVATION IS ONGOING 3TUDENTS PROGRESS TOWARD THESE CONTENT AND
LANGUAGE OBJECTIVES CAN BE RECORDED ON A RECORD SHEET DURING INFORMAL OBSERVATIONS ALLOWING FOR
ONGOING MONITORING OF STUDENT PERFORMANCE 3TUDENTS WHO NEED EXTRA TIME TO ACQUIRE THE CONCEPT
WILL BE ENCOURAGED TO PRACTICE FREQUENTLY


-ODEL ,ESSON 0LANS 4HIRD 'RADE -ATH %NGLISHn4ANGRAMS #,!332//- ).3425#4)/.
4ANGRAM 'EOMETRY
-ICHAEL )LAN ,OEB
03 4HE #YPRESS (ILLS #OMMUNITY 3CHOOL
47) 0ROGRAM &EATURES
0ROGRAM -ODEL
,ANGUAGES %NGLISH AND 3PANISH
,ANGUAGE OF )NITIAL ,ITERACY )NSTRUCTION !LL STUDENTS ARE TAUGHT IN THE PARTNER LANGUAGE 3PANISH
3TUDENT "ACKGROUND 7ITHIN THE 47) 0ROGRAM
,INGUISTIC 0ROlLE /F STUDENTS ENROLLED IN ROUGHLY ONE THIRD SPOKE PREDOMINANTLY %NGLISH
AT HOME ONE THIRD SPOKE PREDOMINANTLY 3PANISH AND ONE THIRD SPOKE BOTH LANGUAGES
%THNIC 0ROlLE -OST STUDENTS ARE ,ATINO WITH FAMILIES FROM THE $OMINICAN 2EPUBLIC 0UERTO
2ICO -EXICO %CUADOR %L 3ALVADOR (ONDURAS #OLOMBIA AND OTHER ,ATIN !MERICAN AND #ARIBBEAN
COUNTRIES !FRICAN !MERICAN STUDENTS MANY WITH FAMILY TIES TO THE %NGLISH SPEAKING #ARIBBEAN
ACCOUNT FOR OF THE STUDENT BODY !SIAN AND 7HITE STUDENTS MAKE UP THE REMAINING

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS 4HIRD 'RADE -ATH %NGLISHn4ANGRAMS
5NIT 0LAN
'RADE
3UBJECT -ATH
4IME &RAME OF 5NIT &IVE ONE HOUR LESSONS
,ANGUAGES OF ,ESSONS %NGLISH
5NIT 4HEME 5SING THE #HINESE 4ANGRAM TO DEEPEN BASIC GEOMETRIC

UNDERSTANDINGS
.ATIONAL #OUNCIL OF 4EACHERS OF -ATHEMATICS 'RADE 'EOMETRY 3TANDARD
!NALYZING CHARACTERISTICS AND PROPERTIES OF TWO AND THREE DIMENSIONAL GEOMETRIC SHAPES AND
DEVELOPING MATHEMATICAL ARGUMENTS ABOUT GEOMETRIC RELATIONSHIPS 3TUDENTS WILL DEMONSTRATE
KNOWLEDGE OF HOW TO CLASSIFY TWO AND THREE DIMENSIONAL SHAPES ACCORDING TO THEIR PROPERTIES AND
DEVELOP DElNITIONS OF CLASSES OF SHAPES SUCH AS TRIANGLES AND PYRAMIDS 3TUDENTS WILL DEMONSTRATE
KNOWLEDGE OF HOW TO INVESTIGATE DESCRIBE AND REASON ABOUT THE RESULTS OF SUBDIVIDING COMBINING
AND TRANSFORMING SHAPES 3TUDENTS WILL EXPLORE CONGRUENCE AND SIMILARITY
!PPLYING TRANSFORMATIONS AND USING SYMMETRY TO ANALYZE MATHEMATICAL SITUATIONS 3TUDENTS WILL
DEMONSTRATE KNOWLEDGE OF HOW TO PREDICT AND DESCRIBE THE RESULTS OF SLIDING mIPPING AND TURNING
TWO DIMENSIONAL SHAPES
5SING VISUALIZATION SPATIAL REASONING AND GEOMETRIC MODELING TO SOLVE PROBLEMS 3TUDENTS WILL
DEMONSTRATE KNOWLEDGE OF HOW TO BUILD AND DRAW GEOMETRIC OBJECTS AND CREATE AND DESCRIBE
MENTAL IMAGES OF OBJECTS PATTERNS AND PATHS

.ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH AND THE )NTERNATIONAL 2EADING !SSOCIATION

3TANDARDS FOR THE %NGLISH ,ANGUAGE !RTS
3TANDARD 3TUDENTS ADJUST THEIR USE OF SPOKEN WRITTEN AND VISUAL LANGUAGE EG CONVENTIONS STYLE
VOCABULARY TO COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES
3TANDARD 3TUDENTS USE SPOKEN WRITTEN AND VISUAL LANGUAGE TO ACCOMPLISH THEIR OWN PURPOSES
EG FOR LEARNING ENJOYMENT PERSUASION AND THE EXCHANGE OF INFORMATION
4EACHERS OF %NGLISH TO 3PEAKERS OF /THER ,ANGUAGES %3, 3TANDARDS FOR 0RE +

3TUDENTS
'OAL 4O USE %NGLISH TO ACHIEVE ACADEMICALLY IN THE CONTENT AREAS
3TANDARD 3TUDENTS WILL USE %NGLISH TO INTERACT IN THE CLASSROOM
'UIDING 1UESTIONS
7HAT ARE 4ANGRAMS
7HAT ARE THE GEOMETRIC RELATIONSHIPS AMONG COMMON SHAPES
7HAT HAPPENS WHEN SHAPES ARE mIPPED SLID OR ROTATED
7HAT DESIGNS CAN BE MADE USING ONLY THE SHAPES OF THE 4ANGRAM
7HAT KINDS OF NEW SHAPES CAN BE FORMED BY COMBINING SEVERAL 4ANGRAM SHAPES
"IG )DEAS
,ISTENING CLOSELY IS ESSENTIAL FOR FOLLOWING DIRECTIONS
3HAPES CAN BE MANIPULATED OR TRANSFORMED BY mIPPING SLIDING OR ROTATING
4ANGRAM PIECES CAN BE COMBINED TO CREATE STANDARD GEOMETRICAL SHAPES OR ARTISTIC DESIGNS
'EOMETRIC UNDERSTANDING IS IMPORTANT FOR ARTISTIC EXPRESSION

&AMILIARITY WITH BASIC POLYGONSISOSCELES TRIANGLE SQUARE PARALLELOGRAM TRAPEZOID
5SING VISUAL INFORMATION AND MANIPULATIVES FOR MATHEMATICAL PROBLEM SOLVING
&OLLOWING ORAL INSTRUCTIONS TO MANIPULATE SHAPES
+NOWLEDGE OF #HINESE CULTURE AND TRADITIONS
/BJECTIVES
.AME AND CLASSIFY 4ANGRAM SHAPES
$EVELOP GEOMETRIC UNDERSTANDING OF SHAPES ANGLES CONGRUENCE AND SIMILARITY
#OMBINE 4ANGRAM PIECES TO CREATE NEW SHAPES
2EPRODUCE 4ANGRAM DESIGNS FROM DRAWINGS
#REATE DRAWING FROM 4ANGRAM DESIGNS
,EARN HOW SHAPES CAN BE MANIPULATED BY mIPPING SLIDING AND ROTATING THEM
,ANGUAGE 3KILLS
6OCABULARY 2ELATED TO 3TUDY 5NIT
4ANGRAM4AN
4RIANGLE SQUARE RECTANGLE PARALLELOGRAM TRAPEZOID
2IGHT ANGLE
&LIP SLIDE ROTATE
3MALL MEDIUM LARGE
&OLD CUT
0ATTERN
#LOCKWISE COUNTERCLOCKWISE
#ONGRUENT SIMILAR

,ISTENING
#OMPREHENDING ORAL INSTRUCTIONS
!SKING AND ANSWERING QUESTIONS
2EQUESTING INFORMATION AND ASSISTANCE
3PEAKING
'IVING PRECISE INSTRUCTIONS USING COMMAND FORM VERBS AND PROVIDING CLARIlCATION AS NEEDED
2EQUESTING CLARIlCATION
0ARTICIPATING IN FULL CLASS GROUP AND PAIR DISCUSSIONS
"ECOME FAMILIAR WITH #HINESE 4ANGRAM PIECES AND PUZZLES BY PARTICIPATING IN AN INTERACTIVE READ
ALOUD OF 'RANDFATHER 4ANGS 3TORY
-AKE A PIECE 4ANGRAM 3ET BY FOLLOWING ORAL INSTRUCTIONS
2EPRODUCE AND COLOR 4ANGRAM DESIGNS OF FAMILIAR lGURES AND OBJECTS USING ALL PIECES BY FOLLOWING
SOLUTIONS PROVIDED BY TEACHER
&IND AND DRAW SOLUTIONS FOR MAKING A SQUARE TRIANGLE PARALLELOGRAM RECTANGLE AND TRAPEZOID USING
AND ALL 4ANGRAM PIECES
#REATE ORIGINAL ARTISTIC SHAPES USING 4ANGRAM PIECES
-ATERIALS2ESOURCES
"URNS - !BOUT TEACHING MATHEMATICS ! + RESOURCE 3AUSALITO -ATH 3OLUTIONS
4OMPERT ! .EW 9ORK #ROWN 0UBLISHERS
#HANGRAM #HINESE 4ANGRAM 0UZZLE 'AME MAGNETIC PIECES AND GAME BOARD WITH PAGES OF
SUGGESTED DESIGNS AND SOLUTIONS !VAILABLE FROM 3ELCHOW AND 2IGHTER
v CARD STOCK SQUARES
0LASTIC 4ANGRAMS 3ETS ONE SET FOR EACH STUDENT OR FOR EACH PARTNERSHIP

!SSESSMENT
/BSERVE STUDENTS AS THEY CUT 4ANGRAMS !RE THEY ABLE TO UNDERSTAND THE INSTRUCTIONS !RE THEY
ABLE TO FOLD AND CUT WITH PRECISION #AN THEY RECOVER IF THEY HAVE MISSED A STEP OR DO THEY BECOME
FRUSTRATED %XAMINE lNISHED SETS FOR ACCURACY %NSURE THAT ALL PIECES HAVE BEEN CREATED AND THAT
NO EDGES WERE CUT OFF
#IRCULATE WHILE STUDENTS WORK ON SHAPES PAYING CLOSE ATTENTION TO THE ABILITY OF INDIVIDUAL STUDENTS
TO mIP SLIDE AND ROTATE PIECES TO MAKE SHAPES 7HEN THEY ARE STUCK CAN THEY FOLLOW PEER
INSTRUCTIONS $O THEY GIVE INSTRUCTIONS USING PRECISE MATHEMATICAL LANGUAGE
7HEN WORKING WITH AND WITHOUT A SOLUTION IN FRONT OF THEM CAN STUDENTS MENTALLY PERFORM THE
ROTATIONS AND mIPS NECESSARY TO RECREATE A DESIGN OR MUST THEY PHYSICALLY MOVE THE 4ANS $O THEY
RECOGNIZE SHAPES THAT MERELY NEED TO BE ROTATED OR mIPPED #AN THEY RECALL PREVIOUS SOLUTION
STRATEGIES THEY HAVE EMPLOYED
3AVE COMPLETED 4ANGRAM SHAPES GRAPHIC ORGANIZER AND STUDENT 4ANGRAM ART FOR CLASSROOM DISPLAY
AND INCLUSION IN MATH PORTFOLIOS

,ESSON 0LAN
,ESSON 4OPIC "ECOMING FAMILIAR WITH THE PIECE 4ANGRAM SET AND
FOLLOWING ORAL INSTRUCTIONS TO CREATE A PERSONAL VERSION OF THE SET
.ATIONAL #OUNCIL OF 4EACHERS OF -ATHEMATICS 'RADE 'EOMETRY 3TANDARD
!NALYZING CHARACTERISTICS AND PROPERTIES OF TWO AND THREE DIMENSIONAL GEOMETRIC SHAPES AND
DEVELOP MATHEMATICAL ARGUMENTS ABOUT GEOMETRIC RELATIONSHIPS 3TUDENTS WILL DEMONSTRATE
KNOWLEDGE OF HOW TO INVESTIGATE DESCRIBE AND REASON ABOUT THE RESULTS OF SUBDIVIDING COMBINING
AND TRANSFORMING SHAPES 3TUDENTS WILL EXPLORE CONGRUENCE AND SIMILARITY
!PPLYING TRANSFORMATIONS AND USING SYMMETRY TO ANALYZE MATHEMATICAL SITUATIONS 3TUDENTS WILL
DEMONSTRATE KNOWLEDGE OF HOW TO PREDICT AND DESCRIBE THE RESULTS OF SLIDING mIPPING AND TURNING
TWO DIMENSIONAL SHAPES
4EACHERS OF %NGLISH TO 3PEAKERS OF /THER ,ANGUAGES %3, 3TANDARDS FOR 0RE +

3TUDENTS
'OAL 4O USE %NGLISH TO ACHIEVE ACADEMICALLY IN THE CONTENT AREAS
3TANDARD 3TUDENTS WILL USE %NGLISH TO INTERACT IN THE CLASSROOM
'UIDING 1UESTIONS
7HAT ARE 4ANGRAMS
7HAT ARE THE GEOMETRIC RELATIONSHIPS AMONG COMMON SHAPES
7HAT HAPPENS WHEN SHAPES ARE mIPPED SLID OR ROTATED A SHAPE
7HAT DESIGNS CAN BE MADE USING ONLY THE SHAPES OF THE 4ANGRAM

/BJECTIVES
.AME AND CLASSIFY 4ANGRAM SHAPES
,EARN HOW SHAPES CAN BE MANIPULATED BY mIPPING SLIDING AND ROTATING THEM AND HOW THEY CAN BE
COMBINED TO CREATE NEW SHAPES OR DESIGNS
,ANGUAGE 3KILLS
-ATH 6OCABULARY
4ANGRAM 4AN EACH OF THE INDIVIDUAL PIECES
3QUARE
&LIP SLIDE ROTATE
3MALL MEDIUM LARGE
&OLD CUT
#ONGRUENT
3IMILAR
,ISTENING
#OMPREHENDING ORAL INSTRUCTIONS
3PEAKING
'IVING PRECISE INSTRUCTIONS USING COMMAND FORM VERBS AND PROVIDING CLARIlCATION AS NEEDED
%XAMPLES
h0ICK UP THE SMALLMEDIUMLARGE ???????v
h0UT THE SMALLMEDIUMLARGE ???????? NEXT TOBELOWABOVE THE???????v
h2OTATE THE SMALLMEDIUMLARGE ??????? CLOCKWISECOUNTERCLOCKWISEv
2EQUESTING CLARIlCATION
%XAMPLES
h#OULD YOU REPEAT THAT PLEASEv
h7HERE SHOULD ) PUT THE ????????v

&OLLOWING ORAL INSTRUCTIONS
-ATERIALS
#OPY OF 'RANDFATHER 4ANGS 3TORY ! 4ALE 4OLD WITH 4ANGRAMS
-AGNETIC SET OF 4ANGRAMS OR PREARRANGED SETS OF 4ANGRAMS TO DEMONSTRATE THE TRANSFORMATIONS AT

THE HEART OF 'RANDFATHER 4ANGS 3TORY
4EACHER MADE RECORDING OF ORAL INSTRUCTIONS ON HOW TO MAKE A 4ANGRAM FROM CARD STOCK CUT INTO
v SQUARES
-OTIVATION
2EAD ALOUD 'RANDFATHER 4ANGS 3TORY ! 4ALE 4OLD WITH 4ANGRAMS $ISCUSS THE PIECES OF THE 4ANGRAM
INTRODUCED IN THE STORY AND POINT OUT THEIR ORIGINS IN #HINA 0REVIEW THE IDEA THAT A WIDE VARIETY OF
ANIMALS AND lGURES CAN BE MADE WITH THE 4ANS MINUTES
$EMONSTRATE HOW THE 4ANGRAM 4ANS CAN BE mIPPED ROTATED AND REARRANGED TO PRODUCE
DIFFERENT DESIGNS REFERRING TO 'RANDFATHER 4ANGS 3TORY MINUTES
5SE OVERHEAD POSTER OR MAGNETIC 4ANGRAM PIECES TO IDENTIFY AND LABEL ALL 4ANGRAM PIECES
"RIEmY DISCUSS THE FACT THAT SOME OF THE PIECES ARE THE SAME SIZE CONGRUENT AND SOME ARE THE
SAME SHAPE BUT NOT THE SAME SIZE SIMILAR MINUTES
0AIR STUDENTS WITH THEIR MATH PARTNERS AND DISTRIBUTE 4ANGRAM KITS AND A TEMPLATE WITH THE
OUTLINE OF A DESIGN THAT THE STUDENTS WILL MAKE 3TUDENTS WORK IN PAIRS TO USE THE 4ANS TO COMPLETE
THE DESIGN 3TUDENTS SHOULD BE ENCOURAGED TO USE THE PRECISE MATH VOCABULARY AND LANGUAGE
STRUCTURES NOTED ABOVE 4EACHER WILL CIRCULATE PROVIDING HINTS AS NEEDED
-EET BACK AS A WHOLE CLASS TO HAVE STUDENTS SHARE THEIR EXPERIENCES IN CREATING THEIR DESIGNS
REVIEW THE NAMES OF THE SEVEN 4ANS REVIEW THE CONCEPTS OF SIMILAR AND CONGRUENT AND SET THE
STAGE FOR THE SUBSEQUENT LESSONS WHICH WILL FOCUS ON MORE COMPLEX DESIGNS MINUTES

!SSESSMENT
/BSERVE STUDENTS AS THEY WORK IN PAIRS TO COMPLETE THEIR DESIGNS !RE THEY ABLE TO WORK TOGETHER
USING PRECISE MATHEMATICAL LANGUAGE %XAMINE lNISHED SETS FOR ACCURACY #IRCULATE WHILE STUDENTS
WORK ON SHAPES PAYING CLOSE ATTENTION TO THE ABILITY OF INDIVIDUAL STUDENTS TO mIP SLIDE AND ROTATE
PIECES TO MAKE SHAPES 7HEN THEY ARE STUCK CAN THEY FOLLOW PEER INSTRUCTIONS $O STUDENTS GIVE
EACH OTHER INSTRUCTIONS USING PRECISE MATHEMATICAL LANGUAGE $O STUDENTS WORK TOGETHER USING THE
APPROPRIATE CONTENT AND FUNCTIONAL LANGUAGE STRUCTURES TO GUIDE THEIR INTERACTIONS AND COMPLETE
THEIR ACTIVITY
%XTENSION
4HE UNIT ON 4ANGRAMS CAN BE THE BASIS FOR FUTURE ACTIVITIES IN MATH ART AND WRITING 3TUDENTS CAN
WRITE A STORY SIMILAR TO 'RANDFATHER 4ANGS 3TORY THAT USES 4ANGRAM DESIGNS AS ILLUSTRATIONS OR USE
4ANGRAM lGURES TO COMPLETE MATHEMATICAL PROBLEMS SUCH AS lNDING THE AREA OF A SQUARE OR OTHER
GEOMETRICAL SHAPE 3TUDENTS CAN WORK ON 4ANGRAM PUZZLES DURING CENTER TIME RECREATING DESIGNS
FROM BOOKS OR CREATING THEIR OWN DESIGNS AND RECORDING THEM ON PAPER

4EACHING THE ,ESSON
4HIS UNIT ON 4ANGRAM GEOMETRY WAS ORIGINALLY CREATED AS AN EXTENSION OF A $ GEOMETRY UNIT IN
%VERYDAY -ATH AND AS PART OF AN ONGOING SOCIAL STUDIES UNIT ON !SIA )T ALSO HAS TIES TO VISUAL ARTS
AND LANGUAGE ARTS 4HE BOOK 'RANDFATHER 4ANGS 3TORY ! 4ALE 4OLD WITH 4ANGRAMS INTRODUCES THE
INTERDISCIPLINARY UNIT )T IS AN ENGAGING TALE OF FRIENDLY COMPETITION THAT ENCOURAGES STUDENTS TO MAKE
PREDICTIONS )T INTRODUCES THE PIECES OF THE 4ANGRAM ADDRESSES THEIR ORIGINS IN #HINA AND MOST
IMPORTANTLY SHOWS A WIDE VARIETY OF ANIMALS AND lGURES THAT CAN BE MADE WITH THE 4ANS 4HIS LAST
ASPECT OF THE BOOK IS PARTICULARLY IMPORTANT WHEN WORKING WITH SECOND LANGUAGE LEARNERS BECAUSE IT
PROVIDES A VISUAL PREVIEW FOR THE ACTIVITY THAT WILL FOLLOW 4HIS BOOK IS ESPECIALLY USEFUL AS MOTIVATION
FOR THE LESSON BY BRINGING TOGETHER THE ARTISTIC EXPRESSION DEMONSTRATED IN THE ILLUSTRATIONS THE USE
OF 4ANGRAMS AS A BASIS FOR WRITING AND THE EXPLICIT CONNECTIONS MADE BETWEEN 4ANGRAM GEOMETRY
AND #HINESE CULTURE
4RYING TO MAKE BASIC SHAPES OR COPY 4ANGRAM DESIGNS WITHOUT A MODEL THAT SHOWS HOW TO ARRANGE
PIECES IS FRUSTRATING 3TUDENTS MAY NOT REMEMBER TO ROTATE OR mIP SHAPES 4HERE ARE MANY THINGS
THAT THE TEACHER CAN DO TO HELP REDUCE THE COGNITIVE DEMANDS OF THIS TASK &IRST BY PREPARING
DIFFERENT VERSIONS OF THE SAME OUTLINE WITH VARYING NUMBERS OF CLUES THE TEACHER WILL BE ABLE TO HELP
STUDENTS ACHIEVE THE CONTENT OBJECTIVES 3ECOND BY PROVIDING STUDENTS WITH THE VOCABULARY AND
THE LANGUAGE STRUCTURES THAT GO WITH THEM AND BY MODELING THE USE OF THESE LANGUAGE FORMS THE
TEACHER WILL HELP ENSURE THAT THE STUDENTS MEET THE LANGUAGE OBJECTIVES FOR THE LESSON 4HESE TYPES
OF VISUAL AND LINGUISTIC SCAFFOLDS ARE PARTICULARLY ESSENTIAL IN 47) CLASSROOMS BECAUSE OF THE VARYING
LEVELS OF LANGUAGE PROlCIENCY IN THE CLASS


-ODEL ,ESSON 0LANS 4HIRD 'RADE $ANCE 3PANISH #,!332//- ).3425#4)/.
-APAS "AILADOS #REATING 6ISUAL 2EPRESENTATIONS OF $ANCES

5SING -APS
!NA )NÏS 2UBINSTEIN
#YPRESS (ILLS #OMMUNITY 3CHOOL "ROOKLYN .9
$UAL ,ANGUAGE 0ROGRAM &EATURES
0ROGRAM -ODEL
,ANGUAGE OF )NITIAL ,ITERACY )NSTRUCTION !LL STUDENTS ARE TAUGHT IN THE PARTNER LANGUAGE 3PANISH
2ICO -EXICO %CUADOR %L 3ALVADOR (ONDURAS #OLOMBIA AND OTHER ,ATIN !MERICAN AND #ARIBBEAN
COUNTRIES !FRICAN !MERICAN STUDENTS MANY WITH FAMILY TIES TO THE %NGLISH SPEAKING #ARIBBEAN
ACCOUNT FOR OF THE STUDENT BODY !SIAN AND 7HITE STUDENTS MAKE UP THE REMAINING

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS 4HIRD 'RADE $ANCE 3PANISH
5NIT 0LAN
'RADE
3UBJECT $ANCE
4IME &RAME OF 5NIT %IGHT MINUTE LESSONS OCCURRING TIMES PER WEEK
DURING DANCE CLASS BUT CONNECTING TO AND COINCIDING WITH MAPPING SKILLS
TAUGHT DURING SOCIAL STUDIES
,ANGUAGES OF ,ESSONS 3PANISH
5NIT 4HEME -APPING AND $ANCE .OTATION
3TANDARDS TO "E !DDRESSED
.EW 9ORK 3TATE ,EARNING 3TANDARDS FOR THE !RTS
3TANDARD #REATING 0ERFORMING AND 0ARTICIPATING IN THE !RTS

3TUDENTS WILL KNOW AND DEMONSTRATE A RANGE OF MOVEMENT ELEMENTS AND SKILLS INCLUDING SUCH
LOCOMOTOR MOVEMENTS AS WALKING RUNNING HOPPING TURNING ETC 3TUDENTS WILL DEMONSTRATE
A RANGE OF FORMS FROM FREE IMPROVISATION TO STRUCTURED CHOREOGRAPHY 3TUDENTS WILL CREATE AND
IMPROVISE DANCE PHRASES STUDIES AND DANCES ALONE ANDOR IN COLLABORATION WITH OTHERS
3TANDARD +NOWING AND 5SING !RTS -ATERIALS AND 2ESOURCES

3TUDENTS WILL DEMONSTRATE KNOWLEDGE OF HOW TO ACCESS AND USE DANCE RESOURCES SUCH AS
CHOREOGRAPHY CHARTS AND MAPS 3TUDENTS WILL DEMONSTRATE KNOWLEDGE OF AUDIENCEPERFORMER
RESPONSIBILITIES AND RELATIONSHIPS IN DANCE
3TANDARD 2ESPONDING TO AND !NALYZING 7ORKS OF !RT

3TUDENTS WILL DEMONSTRATE A KNOWLEDGE OF THE TECHNICAL LANGUAGE USED IN DISCUSSING DANCE
PERFORMANCES 3TUDENTS WILL DEMONSTRATE KNOWLEDGE OF CHOREOGRAPHIC PRINCIPLES AND PROCESSES
3TUDENTS WILL EXPRESS TO OTHERS THEIR UNDERSTANDING OF SPECIlC DANCE PERFORMANCES INCLUDING
PERCEPTIONS ANALYSES INTERPRETATIONS AND EVALUATIONS

3TANDARD 5NDERSTANDING THE #ULTURAL $IMENSIONS OF THE !RTS

3TUDENTS WILL DEVELOP AN UNDERSTANDING OF THE PERSONAL AND CULTURAL FORCES THAT SHAPE ARTISTIC
COMMUNICATION AND HOW THE ARTS IN TURN SHAPE THE DIVERSE CULTURES OF PAST AND PRESENT SOCIETY
.EW 9ORK 3TATE ,EARNING 3TANDARDS FOR 3OCIAL 3TUDIES
3TANDARD 'EOGRAPHY
3TUDENTS WILL DRAW MAPS AND DIAGRAMS THAT SERVE AS REPRESENTATIONS OF PLACES PHYSICAL FEATURES AND
OBJECTS
!#4&, 3TANDARDS FOR &OREIGN ,ANGUAGE )NSTRUCTION
3TANDARD 3TUDENTS UNDERSTAND AND INTERPRET WRITTEN AND SPOKEN LANGUAGE ON A VARIETY OF
TOPICS
3TANDARD 3TUDENTS PRESENT INFORMATION CONCEPTS AND IDEAS TO AN AUDIENCE OF LISTENERS OR
READERS ON A VARIETY OF TOPICS
3TANDARD 3TUDENTS REINFORCE AND FURTHER THEIR KNOWLEDGE OF OTHER DISCIPLINES THROUGH THE
FOREIGN LANGUAGE
'UIDING 1UESTIONS
7HAT ARE SOME OF THE WAYS THAT WE CAN REMEMBER THE DANCES WE MAKE UP
7HAT ARE SOME OF THE WAYS THAT PROFESSIONAL DANCERS AND CHOREOGRAPHERS REMEMBER THE DANCES
THEY MAKE UP
7HAT ARE SOME OF THE MOVEMENT ELEMENTS THAT WE CAN USE TO MAKE UP A DANCE
7HAT CAN WE LEARN BY LOOKING AT A DANCE MAP
7HAT ARE SOME OF THE ADVANTAGES OR DISADVANTAGES OF USING NOTATION SYSTEMS VERSUS VIDEO TO
RECORD AND REMEMBER DANCES

"IG )DEAS
$ANCES ARE MADE UP OF SMALLER ELEMENTS THAT WE CAN DESCRIBE IN EVERYDAY TERMS
6IDEOTAPING AND NOTATING USING SYMBOLS BOTH INVENTED AND STANDARD ARE WAYS TO RECORD DANCES
EACH HAS ITS OWN BENElTS AND LIMITATIONS
3YMBOLS ARE ARBITRARY THEREFORE IT IS NECESSARY TO PROVIDE THEIR MEANING IN ORDER TO MAKE THEM
COMPREHENSIBLE TO USERS SUCH AS THROUGH A KEY
3YMBOLS AND NOTATION ARE USEFUL FOR COMMUNICATING SPECIlC MOVEMENTS BUT WE MAY NEED OTHER
FORMS OF DESCRIPTION AND EXAMPLES TO TEACH ALL THE DETAILS AND THE EXPRESSIVE FEELING OF A DANCE
7E CAN APPLY MANY OF THE PRINCIPLES USED IN MAKING A DANCE MAP TO MAKING OTHER TYPES OF MAPS
FOR EXAMPLE BOTH A DANCE MAP AND A GEOGRAPHICAL MAP USE KEYS AND DElNE THE MAPS ORIENTATION
-APS ARE MOST EFFECTIVE WHEN DESIGNED TO lT THE NEEDS OF THE USER
"ASIC MAP MAKING
4HE DIFFERENCE BETWEEN LOCOMOTOR AND NON LOCOMOTOR MOVEMENT
5SING CHILD GENERATED SYMBOLS IN A SEQUENCE TO MAP STANDARD FORMS OF NON LOCOMOTOR MOVEMENT
)DENTIFYING AND USING EVERYDAY MOVEMENTS TO MAKE UP SIMPLE DANCES
/BJECTIVES
5NDERSTANDING THE DIFFERENCE BETWEEN LOCOMOTOR AND NON LOCOMOTOR MOVEMENT
#LEARLY DEMONSTRATING WHERE A MOVEMENT BEGINS AND ENDS IN SPACE
#LEARLY DEMONSTRATING CHANGES OF DIRECTION IN SPACE
#LEARLY DEMONSTRATING A SEQUENCE OF MOVEMENT PATTERNS IN SPACE
5SING CONSISTENT SYMBOLS AND A KEY WITHIN A MAP TO CREATE A COMPREHENSIBLE hSTORYv
2EADING A MAP IN ORDER TO DECIPHER AND PERFORM A DANCE
/BSERVING AND DESCRIBING EVERYDAY MOVEMENTS IN EVERYDAY ACTIVITIES

#LEARLY DISTINGUISHING BETWEEN DIFFERENT TYPES OF EVERYDAY MOVEMENT IN A DANCE

EG RUNNING VS WALKING VS TURNING VS HOPPING
$ECIPHERING AND USING ,ANGUAGE OF $ANCE ,/$ SYMBOLS
5SING A VIDEO CAMERA TO RECORD DANCE WORK IN CLASS
#OMPARING AND CONTRASTING DANCE NOTATION AND DOCUMENTATION SYSTEMS
,ANGUAGE 3KILLS
/RDINAL NUMBERS PRIMERO SEGUNDO TERCERO ETC
0HRASES (AY QUE PHRASE FOLLOWED BY AN INlNITIVE EG (AY QUE CAMINAR
CAMINAR %STE SÓMBOLO SIGNIlCA QUE
EG %STE SÓMBOLO SIGNIlCA QUE HAY QUE BRINCAR
BRINCAR
0REPOSITIONS THAT RELATE TO SPACIAL USE HACIA DESDE HASTA AL LADO DE A LA IZQUIERDA DE A LA DERECHA
DE ETC
6OCABULARY CORRER CAMINAR DAR VUELTAS MENEAR BRINCAR CLAVE MAPA AL COMIENZO AL lNAL EMPIEZA
TERMINA AQUÓ ALLÉ UNA LINEA CONTINUA UNA LINEA INTERRUMPIDA CURVAS mECHAS PUNTOS CRUCES
)DENTIFY EVERYDAY MOVEMENTS THAT ARE BOTH LOCOMOTOR AND NON LOCOMOTOR
#REATE SIMPLE DANCE SEQUENCES USING EVERYDAY MOVEMENT
#REATE SYMBOLS TO REPRESENT LOCOMOTOR MOVEMENT
!PPLY SELF CREATED SYMBOLS TO NOTATE A DANCE
$ECODE THESE SYMBOLS TO PERFORM OR RECREATE A DANCE
#REATE EXCHANGE AND DECODE STUDENT PRODUCED DANCE MAPS USING THESE SYMBOLS IN ORDER
TO TEACH EACH OTHER SIMPLE DANCES
2EAD ,ABA.OTATION ,/$ SYMBOLS TO DECODE MOVEMENT
5SE ,/$ SYMBOLS TO NOTATE A SIMPLE DANCE SEQUENCE
#REATE VIEW AND COMPARE VIDEO AS A MEANS OF DOCUMENTING DANCE
2EPRODUCE A DANCE FROM A VIDEOTAPE
#OMPARE AND CONTRAST EXPERIENCES OF REPRODUCING DANCE FROM VIDEOTAPE VERSUS MAPS OR ,/$

-ATERIALS2ESOURCES
3TAGE GYM OR LARGE OPEN SPACE WITHIN A CLASSROOM
"UTCHER PAPER MARKERS AND MASKING TAPE
!N EASEL IF NO WALL SPACE IS AVAILABLE FOR HANGING EXPERIENCE CHART
3IDEWALK CHALK ANDOR TAPE
! 3PANISH TRANSLATION OF 2OBERT 'RAVES h&RANK 7AS A -ONSTER 7HO 7ANTED 4O $ANCEv
"LANK PAPER AND PENS PENCILS CRAYONS MARKERS OR OTHER WRITING IMPLEMENTS
3ENTENCE STRIPS
! VIDEO CAMERA AND VIDEOTAPE
! 6#2 AND TELEVISION
!NY NECESSARY CABLES OR TRANSFER DEVICES FOR VIEWING VIDEOTAPES ON A 6#2 AND A TELEVISION MONITOR
! SAMPLE REHEARSAL VIDEO OF A CHOREOGRAPHY IN PROGRESS
! SAMPLE PROFESSIONAL VIDEO OF A lNISHED CHOREOGRAPHIC WORK SUCH AS THOSE PRODUCED BY 0AUL
4AYLOR THE !MERICAN "ALLET 4HEATER AND (UBBARD 3TREET $ANCE FOR COMPARISON WITH THE REHEARSAL
VIDEO
! SAMPLE DANCE MAP OF THE CHOREOGRAPHY IN PROGRESS IN THE REHEARSAL VIDEO
#OPIES OF RUBRICS FOR ASSESSMENTS
#OPIES OF CHECKLIST FOR STUDENT HOMEWORK ASSIGNMENT
!SSESSMENT
)NFORMAL ASSESSMENT THROUGH OBSERVATION NOTING WHETHER STUDENTS ARE UNDERSTANDING THE CONCEPTS
AS WELL AS WHETHER THEY ARE CORRECTLY USING NEW VOCABULARY WORDS
0RESENTATIONSPERFORMANCES BY CHILDREN WHICH ARE ASSESSED VIA A RUBRIC
%XAMINATION OF CHILDRENS MAPS WHICH ARE ASSESSED VIA A RUBRIC
.OTATION QUIZ IN WHICH CHILDREN MUST APPLY SYMBOLS TO DESCRIBE A SAMPLE DANCE SEQUENCE
PERFORMED BY THE TEACHER

,ESSON 0LAN
,ESSON 4OPIC 5SING SYMBOLS TO NOTATE LOCOMOTOR MOVEMENT IN A

DElNED SPACE
.EW 9ORK 3TATE ,EARNING 3TANDARDS FOR THE !RTS
3TANDARD #REATING 0ERFORMING AND 0ARTICIPATING IN THE !RTS 3TUDENTS WILL KNOW AND DEMONSTRATE
A RANGE OF MOVEMENT ELEMENTS AND SKILLS INCLUDING SUCH LOCOMOTOR MOVEMENTS AS WALKING RUNNING
HOPPING TURNING ETC
3TANDARD +NOWING AND 5SING !RTS -ATERIALS AND 2ESOURCES 3TUDENTS WILL DEMONSTRATE KNOWLEDGE
OF HOW TO ACCESS AND USE DANCE RESOURCES SUCH AS CHOREOGRAPHY CHARTS AND MAPS
.EW 9ORK 3TATE ,EARNING 3TANDARDS FOR 3OCIAL 3TUDIES
3TANDARD 'EOGRAPHY 3TUDENTS WILL DRAW MAPS AND DIAGRAMS THAT SERVE AS REPRESENTATIONS OF
PLACES PHYSICAL FEATURES AND OBJECTS
!#4&, 3TANDARDS FOR &OREIGN ,ANGUAGE )NSTRUCTION
3TANDARD 3TUDENTS UNDERSTAND AND INTERPRET WRITTEN AND SPOKEN LANGUAGE ON A VARIETY OF TOPICS
3TANDARD 3TUDENTS PRESENT INFORMATION CONCEPTS AND IDEAS TO AN AUDIENCE OF LISTENERS OR
READERS ON A VARIETY OF TOPICS
3TANDARD 3TUDENTS REINFORCE AND FURTHER THEIR KNOWLEDGE OF OTHER DISCIPLINES THROUGH THE
FOREIGN LANGUAGE
'UIDING 1UESTIONS
7HAT ARE SOME OF THE WAYS THAT WE CAN REMEMBER THE DANCES WE MAKE UP
(OW COULD WE USE MAPS TO REMEMBER THE ELEMENTS OF A DANCE AND HOW A DANCE USES SPACE

/BJECTIVES
$EMONSTRATING WHERE A MOVEMENT BEGINS AND ENDS IN SPACE
$EMONSTRATING CHANGES OF DIRECTION IN SPACE
$EMONSTRATING A SEQUENCE OF MOVEMENT PATTERNS IN SPACE
5SING CONSISTENT SYMBOLS AND A KEY WITHIN A MAP TO CREATE A COMPREHENSIBLE hSTORYv
2EADING A MAP IN ORDER TO DECIPHER AND PERFORM A DANCE
,ANGUAGE 3KILLS
/RDINAL NUMBERS PRIMERO SEGUNDO TERCERO ETC
0HRASES (AY QUE PHRASE FOLLOWED BY AN INlNITIVE EG (AY QUE CAMINAR
CAMINAR %STE SÓMBOLO SIGNIlCA QUE
EG %STE SÓMBOLO SIGNIlCA QUE HAY QUE BRINCAR
0REPOSITIONS THAT RELATE TO SPACIAL USE HACIA DESDE HASTA AL LADO DE A LA IZQUIERDA DE A LA DERECHA
DE ETC
6OCABULARY CORRER CAMINAR DAR VUELTAS MENEAR BRINCAR CLAVE MAPA AL COMIENZO AL lNAL EMPIEZA
TERMINA AQUÓ ALLÉ
-AKING AND RECORDING OBSERVATIONS
#REATING TWO DIMENSIONAL REPRESENTATIONS OF TEMPORAL THREE DIMENSIONAL EVENTS
5SING SYMBOLIC REPRESENTATIONS TO CONVEY INFORMATION
-ATERIALS
3TAGE GYM OR LARGE OPEN SPACE WITHIN A CLASSROOM
"UTCHER PAPER MARKERS AND MASKING TAPE FOR lLLING IN AND HANGING CLASS EXPERIENCE CHART
!N EASEL IF NO WALL SPACE IS AVAILABLE FOR HANGING EXPERIENCE CHART
3IDEWALK CHALK ANDOR TAPE FOR MARKING mOOR PATTERNS ON RUG OR mOOR

! 3PANISH TRANSLATION OF 2OBERT 'RAVES h&RANK 7AS A -ONSTER 7HO 7ANTED 4O $ANCEv
"LANK SENTENCE STRIPS
,ARGE SCALE MAP OF A DANCE
#OPIES OF CHECKLIST FOR STUDENT HOMEWORK ASSIGNMENT
-OTIVATION
4HE TEACHER ASKS STUDENTS TO TALK ABOUT WHAT A MAP IS AND TO SHARE WHAT THEY KNOW ABOUT MAPS
ELICITING INFORMATION THAT THEY HAVE LEARNED IN THEIR SOCIAL STUDIES CLASSES SUCH AS THE USE OF SYMBOLIC
NOTATION THE USE OF KEYS TO CONVEY THE MEANINGS OF THESE SYMBOLS DIRECTIONALITY ETC 4HE TEACHER
THEN INTRODUCES THE IDEA OF A DANCE MAP THROUGH THE READ ALOUD
2EAD h&RANK THE -ONSTERv AND SHOW STUDENTS THE DANCE MAP ON THE INSIDE COVER OF THE BOOK
!SK h#OULD WE CREATE OUR OWN DANCE MAP 7HAT WOULD WE NEED TO KNOW ABOUT THE SYMBOLS ON
THE MAP TO USE ITv
5SING SENTENCE STRIPS TO RECORD THE ACTIONS AND THEIR CORRESPONDING SYMBOLIC NOTATIONS CREATE A
KEY WITH THE STUDENTS FOR THE FOLLOWING TYPES OF MOVEMENT CAMINAR WALK CORRER RUN DAR VUELTAS
TURN MENEAR WIGGLY PATHWAY AND BRINCAR HOP
5SING CHALK ON A RUG OR MASKING TAPE ON A mOOR CREATE A LARGE SCALE DANCE MAP USING THE
SYMBOLS YOU HAVE JUST AGREED UPON )NVITE CHILDREN TO FOLLOW THE MAP BY DANCING THROUGH IT
!S A CLASS TRANSFER THE mOOR MAP TO CHART PAPER
$IVIDE THE CHILDREN INTO GROUPS OF FOUR WITH VARYING LEVELS OF LANGUAGE PROlCIENCY IN EACH GROUP AND
GIVE EACH GROUP A PIECE OF CHART PAPER AND A MARKER !SK EACH GROUP TO CREATE A DANCE MAP THAT
INCORPORATES THREE MOVEMENTS AND USES THE AGREED UPON SYMBOLIC NOTATIONS FOR THOSE MOVEMENTS
7HEN THE GROUPS HAVE COMPLETED THEIR MAPS HAVE EACH OF THE MEMBERS IN EACH GROUP PRESENT
THEIR MAP TO THE CLASS /NE GROUP MEMBER THE REPORTER WILL EXPLAIN THE MAP USING KEY VOCABULARY
AND THE HAY QUE CONSTRUCTIONS WHILE THE OTHER MEMBERS PERFORM THE DANCE
2EVIEW KEY VOCABULARY AND SYMBOLS FOR USE IN HOMEWORK

!SSESSMENT
!SSESSMENT IS THROUGH INFORMAL OBSERVATION AND THROUGH THE USE OF A RUBRIC DESIGNED TO MEASURE
THE FOLLOWING ABILITIES
!BILITY TO UNDERSTAND THE CORRESPONDENCE BETWEEN A SPECIlC MOVEMENT AND ITS SYMBOL
!BILITY TO COMMUNICATE A SEQUENCE OF MOVEMENT PATTERNS IN SPACE USING SYMBOLIC NOTATION
!BILITY TO INTERPRET SYMBOLIC NOTATION ON A DANCE MAP AND PERFORM THE CORRESPONDING DANCE
CORRECTLY AND
!CHIEVEMENT OF THE LANGUAGE OBJECTIVES IN CORRECT USE OF KEY VOCABULARY AND THE HAY QUE
CONSTRUCTIONS
%XTENSION
&OR HOMEWORK 7ITH HIS OR HER PERMISSION FOLLOW A FAMILY MEMBER AT HOME FOR lVE MINUTES AND
USE SYMBOLIC NOTATION TO RECORD THE MOVEMENTS ON A MAP )N MANY CASES IT WILL BE NECESSARY
TO CREATE NEW SYMBOLS TO EXPRESS THESE MOVEMENTS "E SURE TO INCLUDE A KEY THAT PROVIDES THE
MEANINGS OF YOUR NEW SYMBOLS !S AN EXAMPLE YOU COULD MAP HOW SOMEONE IN YOUR FAMILY MOVES
AROUND WHEN THEY ARE CLEANING UP OR MAKING A MEAL !FTER YOU HAVE DONE MAPPING USE YOUR MAP
TO ANSWER THE FOLLOWING QUESTIONS
7HAT KINDS OF LOCOMOTOR MOVEMENTS WERE USED 7HAT SYMBOLIC NOTATIONS DID YOU CREATE TO
EXPRESS THESE MOVEMENTS AND WHY
7AS THERE A LOT OF MOVEMENT IN THOSE lVE MINUTES OR NOT VERY MUCH
7AS THE MOVEMENT REPETITIVE OR VARIED

$ID ALL OF THE LOCOMOTOR MOVEMENT STAY IN ONE SMALL AREA OR DID IT MOVE TO DIFFERENT PARTS OF YOUR
HOME
%XTRA #REDIT 1UESTION $ID THE MOVEMENT PATTERN IMPLY ANYTHING ABOUT HOW THE PERSON FELT IN
THOSE lVE MINUTES

4EACHING THE ,ESSON
4HE #YPRESS (ILLS #OMMUNITY 3CHOOL SUPPORTS DANCE INSTRUCTION IN ALL GRADES OF THE DUAL LANGUAGE
PROGRAM NOT ONLY TO ENCOURAGE CULTURAL LITERACY IN THE ARTS BUT ALSO BECAUSE DANCE OFFERS THE
OPPORTUNITY TO EXPERIENCE VOCABULARY THROUGH 4OTAL 0HYSICAL 2ESPONSE 402 4HIS UNIT LIKE MANY
OF THE OTHER UNITS ) HAVE PREPARED FOR THE SCHOOLS DUAL LANGUAGE PROGRAM WAS DESIGNED TO SUPPORT
SECOND LANGUAGE COMPREHENSION AND PRODUCTION IN 3PANISH WHILE SIMULTANEOUSLY TEACHING HIGHER
LEVEL CONCEPTS IN DANCE NOTATION AND ANALYSIS 4HIS UNIT SCAFFOLDS LEARNING ACROSS CONTENT AREAS )T IS
TIED SPECIlCALLY TO THE THIRD GRADE SOCIAL STUDIES CURRICULUM
$URING THE PART OF THE LESSON IN WHICH THE CHILDREN AND THE TEACHER TOGETHER CREATE THE SYMBOLS
AND THE KEY FOR THEIR DANCE MAPS EACH ACTION VERB IS HEARD SPOKEN PERFORMED AND REPRESENTED
GRAPHICALLY 3TUDENTS MIGHT lRST HEAR hz#ØMO PODEMOS MOSTRAR EN NUESTROS MAPAS QUE HAY QUE
CAMINARv (OW CAN WE SHOW IN OUR MAPS THAT IT IS NECESSARY TO WALK 4HEN THEY SEE A CHILD
OR THE TEACHER CREATE A SYMBOL FOR EXAMPLE THAT CONVEYS THE SENSE OF THE WORD
ACCOMPANIED BY THE WRITTEN WORD IN 3PANISH 4HE SYMBOL IS THEN COPIED NOT ONLY ONTO A LARGE MAP
OF THE CLASSROOM BUT ALSO ONTO THE mOOR OF THE CLASSROOM WHERE CHILDREN CAN EXPERIENCE THAT
SYMBOL DIRECTLY BY WALKING ON IT #HILDREN THEN TRANSFER THAT KNOWLEDGE BACK TO MAPS AND APPLY IT
TO THEIR OWN CHOREOGRAPHY 4HE SEQUENCE OF ACTIVITIES MOVES BACK AND FORTH BETWEEN THE PHYSICAL
EXPERIENCE OF DANCING AND HEARING AND USING THE WORDS AND SYMBOLS REPRESENTING AN ACTION
"ECAUSE THIS LESSON IS MULTIMODAL IT ALLOWS FOR A BROAD RANGE OF STUDENT ABILITIES TO BE ADDRESSED
&OR EMERGENT SPEAKERS OR STUDENTS STILL IN THE SILENT PHASE OF SECOND LANGUAGE ACQUISITION 402
MAKES THE CONCEPTS COMPREHENSIBLE 3TUDENTS ARE ALSO SUPPORTED THROUGH THE READ ALOUD OF AN
ILLUSTRATED BOOK -ORE ADVANCED 3PANISH SPEAKERS ARE ENGAGING WITH CONTENT AREA CONCEPTS RELATING
TO DANCE SOCIAL STUDIES MAPPING AND MATH SEQUENCING AND SYMBOLS )N ADDITION OPEN ENDED
QUESTIONS ARE POSED THROUGHOUT THE LESSON TO ENCOURAGE THE DEVELOPMENT OF EXPRESSIVE VERBAL
SKILLS FOR MORE ADVANCED LEARNERS OR NATIVE SPEAKERS OF 3PANISH
4HIS UNIT SCAFFOLDS LEARNING BY CONNECTING TO WHAT STUDENTS ALREADY KNOW AND WHAT THEY ARE LEARNING
IN THE CONTENT AREAS 4HIS IS PARTICULARLY IMPORTANT TO DO WHEN WORKING WITH SECOND LANGUAGE

LEARNERS &OR THIS REASON INSTRUCTION CAN NEVER BE DELIVERED IN ISOLATION 2ATHER IT IS SUPPORTED
BY THIRD GRADE THEMATIC UNITS AND BY A CONTINUOUS DANCE PROGRAM BEGINNING IN KINDERGARTEN THAT
PREPARES CHILDREN FOR THE SPATIAL AND LANGUAGE ELEMENTS PRESENTED HERE /VER THE PRIOR THREE YEARS
STUDENTS HAVE BUILT UP VOCABULARY ABOUT BASIC BODY PARTS EMOTIONS AND MOVEMENT ELEMENTS 4HEY
HAVE LEARNED TO LINK WORDS IN 3PANISH WITH THEIR CORRESPONDING ACTIONS THROUGH A SERIES OF GAMES
AND SONGS THAT ARE REPEATED DURING THE EARLY CHILDHOOD GRADES 4HEY HAVE LEARNED THE CONCEPT OF
SEQUENCING AND BY THE END OF THE SECOND GRADE THEY HAVE CREATED VISUAL REPRESENTATIONS FOR NON
LOCOMOTOR DANCE SEQUENCES
-EANWHILE THE MAPPING CONCEPTS IN THIS LESSON SUPPORT AND ARE SUPPORTED BY AN IN DEPTH STUDY OF
MAPPING IN 'RADES )N SECOND GRADE SIMPLE MAPS ARE INTRODUCED )N THIRD GRADE STUDENTS SOCIAL
STUDIES CURRICULUM INVOLVES EXTENSIVE MAP MAKING OF LOCAL ENVIRONMENTS SUCH AS THE CLASSROOM
HOME AND SCHOOL )N FOURTH GRADE STUDENTS BEGIN TO STUDY POLITICAL MAPS AND IN lFTH GRADE THEY
DO IN DEPTH PROJECT WORK WITH TOPOGRAPHICAL MAPS 4HE DANCE MAPS REINFORCE THE IDEA THAT A MAP
REPRESENTS A PHYSICAL SPACE AND IN SOME CASES THE USES OF A PHYSICAL SPACE )T ALSO REINFORCES
THE CONCEPT THAT THERE ARE MANY DIFFERENT KINDS OF MAPS AND THAT EACH TYPE SUPPORTS A DIFFERENT
PURPOSE OR NEED
)T SHOULD ALSO BE NOTED THAT THIS LESSON WAS IMPLEMENTED IN THE CONTEXT OF A SCHOOL THAT SUFFERS
FROM THE LIMITATIONS OF BEING TEMPORARILY HOUSED WITHIN AN OVERCROWDED HOST SCHOOL !S SUCH WE
ARE NOT ALWAYS ABLE TO PROVIDE DANCE CLASSES IN THE GYM AUDITORIUM OR CAFETERIA 4HIS LESSON CAN BE
AND HAS BEEN IMPLEMENTED IN A SMALL CLASSROOM WITHOUT COMPROMISING THE MATERIAL TOO BADLY /F
COURSE IT WOULD BE MORE PLEASANT FOR THE CHILDREN TO PERFORM BIGGER MOVEMENT BUT BY THE SAME
TOKEN THIS IS ONE DANCE LESSON THAT TEACHERS SHOULD NOT SHY AWAY FROM DELIVERING FOR LACK OF SPACE
(OWEVER IF THE LESSON IS TAUGHT IN A SMALL SPACE SPECIAL ATTENTION SHOULD BE GIVEN TO STREAMLINING
THE MAP AND THE NUMBER OF CHILDREN DANCING AT ONE TIME IN ORDER TO AVOID COLLISIONS
&INALLY IT SHOULD ALSO BE NOTED THAT THIS LESSON AS IS THE CASE WITH ALL OF MY MOST SUCCESSFUL DANCE
LESSONS WAS CREATED IN COLLABORATION WITH A CLASSROOM TEACHER IN THIS INSTANCE !MY #OHEN THE
THIRD GRADE CLASSROOM TEACHER AT THE TIME )N ORDER FOR AN OUT OF CLASSROOM TEACHER TO WORK
EFFECTIVELY IN SECOND LANGUAGE INSTRUCTION COLLABORATION WITH CLASSROOM TEACHERS IS ESSENTIAL

"ECAUSE SHE SPENT ALL DAY WITH THE CHILDREN AND UNDERSTOOD INTIMATELY THEIR COGNITIVE EMOTIONAL
AND LINGUISTIC DEVELOPMENT !MY WAS ABLE TO HELP ME RESHAPE MY ORIGINAL LESSON PLAN TO BETTER
SUPPORT THE STUDENTS WITH THE LEAST mUENCY IN 3PANISH 3HE WAS THE ONE WHO DEVELOPED THE IDEA OF
SUPERIMPOSING THE DANCE MAP ONTO THE RUG WITH CHALK AND ALSO SUPPORTED ME THROUGHOUT THE YEAR
TO KEEP EXPLICITLY LINKING ORAL LANGUAGE PRODUCTION AS OPPOSED TO ONLY RECEPTIVE LANGUAGE TO DANCE
ACTIVITIES
4HESE EFFORTS PAID OFF "Y THE END OF THE YEAR !MY CREDITED MY DANCE CLASS WITH HER SECOND
LANGUAGE LEARNERS SUCCESS IN LEARNING ACTION WORDS AND ADVERBS THAT DESCRIBE MOVEMENT 7E
ALSO RECOGNIZED THAT WITH ITS EMPHASIS ON 402 THE DANCE CLASS WAS A SPACE IN WHICH STUDENTS
HAD OPPORTUNITIES TO PRACTICE HEARING AND USING CONCRETE LANGUAGE WHICH IS ESPECIALLY IMPORTANT
FOR STUDENTS WHO STILL HAVE DIFlCULTIES IN 3PANISH IN THIRD GRADE WHEN ACADEMIC LANGUAGE GENERALLY
BECOMES MORE ABSTRACT #ONNECTIONS BETWEEN THE TANGIBLE AND THE ABSTRACT WERE ALSO MADE
POSSIBLE AS STUDENTS TALKED ABOUT THE EMOTIONS BEING CONVEYED THROUGH MOVEMENT


-ODEL ,ESSON 0LANS 3ECOND 'RADE ,IBRARY %NGLISH #,!332//- ).3425#4)/.
,IBRARY #URRICULUM 7HAT 7OULD A 7ONDERFUL ,IBRARY "E ,IKE

"ERKY ,UGO 3ALCEDO
4HE #YPRESS (ILLS #OMMUNITY 3CHOOL "ROOKLYN .9
$UAL ,ANGUAGE 0ROGRAM "ACKGROUND
0ROGRAM -ODEL
,ANGUAGE OF )NITIAL ,ITERACY )NSTRUCTION !LL STUDENTS ARE TAUGHT IN 3PANISH AND %NGLISH SIMULTANEOUSLY
2ICO -EXICO %CUADOR %L 3ALVADOR (ONDURAS AND OTHER ,ATIN !MERICAN AND #ARIBBEAN COUNTRIES
!FRICAN !MERICAN STUDENTS MANY WITH FAMILY TIES TO THE %NGLISH SPEAKING #ARIBBEAN ACCOUNT FOR
OF THE STUDENT BODY !SIAN AND 7HITE STUDENTS MAKE UP THE REMAINING
0ERCENT OF 3TUDENTS IN THE 0ROGRAM 1UALIFYING FOR &REE2EDUCED 0RICE ,UNCH

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS 3ECOND 'RADE ,IBRARY %NGLISH
5NIT 0LAN
'RADE
4IME &RAME OF 5NIT /NE MONTH
,ANGUAGES OF ,ESSONS %NGLISH AND 3PANISH DAY CYCLE
5NIT 4HEME ,IBRARIES AS A 2ESOURCE FOR #OMMUNITIES
.EW 9ORK #ITY 0ERFORMANCE 3TANDARDS FOR !PPLIED ,EARNING
!A $ESIGN A PRODUCT SERVICE OR SYSTEM IDENTIFY NEEDS THAT COULD BE MET BY NEW PRODUCTS
SERVICES OR SYSTEMS AND CREATE SOLUTIONS FOR MEETING THEM
!A 7ORK WITH OTHERS TO COMPLETE A TASK
!B 3HOW OR EXPLAIN SOMETHING CLEARLY ENOUGH FOR SOMEONE ELSE TO BE ABLE TO DO IT
!C 2ESPOND TO A REQUEST FROM A CLIENT
.EW 9ORK #ITY 0ERFORMANCE 3TANDARDS FOR %NGLISH ,ANGUAGE !RTS
%B 2EAD AND COMPREHEND AT LEAST FOUR BOOKS ON THE SAME SUBJECT OR BY THE SAME AUTHOR
OR IN THE SAME GENRE
%B 0ARTICIPATE IN GROUP MEETINGS
%A $EMONSTRATE A BASIC UNDERSTANDING OF THE RULES OF THE %NGLISH LANGUAGE IN WRITTEN AND ORAL WORK
.EW 9ORK 3TATE 3TANDARDS FOR .ATIVE ,ANGUAGE !RTS
3TANDARD 3TUDENTS WILL LISTEN SPEAK READ AND WRITE IN THEIR NATIVE LANGUAGES FOR INFORMATION AND
UNDERSTANDING
3TANDARD 3TUDENTS WILL LISTEN SPEAK READ AND WRITE IN THEIR NATIVE LANGUAGES FOR SOCIAL INTERACTIONS

.EW 9ORK 3TATE 3TANDARDS FOR &OREIGN ,ANGUAGE ,EARNING
3TANDARD 3TUDENTS DEMONSTRATE UNDERSTANDING OF THE NATURE OF LANGUAGE THROUGH COMPARISONS
OF THE LANGUAGE STUDIED AND THEIR OWN
'UIDING 1UESTIONS
7HAT ARE THE CHARACTERISTICS OF A LIBRARY
7HAT CAN WE DISCOVER IN A LIBRARY
(OW DO WE DECIDE THE KINDS OF BOOK WE WANT TO BORROW
7HAT WILL WE lND OUT WHEN WE VISIT OUR LOCAL LIBRARY
(OW DO WE BEHAVE IN A LIBRARY
7HAT KINDS OF JOBS ARE NECESSARY TO MAKE A LIBRARY RUN WELL
(OW DOES THE LENDING SYSTEM WORK
"IG )DEAS
,IBRARIES ARE IMPORTANT PARTS OF A LEARNING COMMUNITY
,IBRARIES HAVE MANY RESOURCES EG )NTERNET ACCESS READ ALOUDS FOR CHILDREN AND SUMMER READING
CLUBS
,IBRARIES HAVE RULES FOR BEHAVIOR
,IBRARIES HAVE SYSTEMS IN PLACE TO HELP US lND BOOKS
,IBRARIANS HAVE TO BE FAMILIAR WITH THE BOOKS IN THE LIBRARY IN ORDER TO HELP OTHERS lND THE BOOKS
THEY MAY NEED
,IBRARIES HAVE CATEGORIES AND SUBCATEGORIES FOR BOOKS EG lCTION SUBCATEGORIES INCLUDE FAIRY TALES
HISTORICAL lCTION REALISTIC lCTION AND FANTASY
,IBRARIES AND THEIR RESOURCES ARE SHAPED BY THE INTEREST OF THOSE IN THE COMMUNITY
,IBRARIES MUST HAVE A VARIETY OF BOOKS IN ORDER TO ADDRESS THE VARIOUS NEEDS OF THE PEOPLE IN THE
COMMUNITY

+NOWLEDGE OF WHAT IS A JUST RIGHT BOOK AND HOW STUDENTS CAN SELECT THEIR OWN JUST RIGHT BOOKS
+NOWLEDGE OF GENRES
/BJECTIVES

5SING THE LIBRARY TO DISCOVER NEW INFORMATION TO lND ENJOYABLE BOOKS AND TO lND OUT MORE
INFORMATION ABOUT A TOPIC
)DENTIFYING THE DIFFERENT PARTS OF A BOOK THE COVER THE BACK COVER THE SPINE AND THE TITLE PAGE
&INDING SIMILARITIES AND DIFFERENCES IN BOOKS WRITTEN BY THE SAME AUTHOR
3ORTING BOOKS IN THEIR GROUPS AND GENRES AND PROVIDING A RATIONALE FOR THIS GROUPING
$ECIDING ON THE CRITERIA FOR GIVING THE 3ECOND 'RADE ,IBRARIAN !WARD TO A BOOK
,ANGUAGE 3KILLS
0ROVIDING CONSTRUCTIVE CRITICISM AND COMMENTS IN GROUP DISCUSSIONS
,ISTENING RESPECTFULLY AND TAKING TURNS SPEAKING
2ECOUNTING EVENTS ORALLY USING SEQUENCE WORDS
&ORMULATING INTERVIEW QUESTIONS EG 7HERE IS 7HAT IS
6OCABULARY PARTS OF A BOOK lCTION NONlCTION REFERENCE ENCYCLOPEDIA SECTIONS SUBCATEGORIES
SUBHEADINGS JUVENILE LIBRARIAN
5NDERSTANDING COGNATES TRUE AND FALSE
5SING COGNATES TO DEVELOP COMPREHENSION IN %NGLISH
5SING PERSUASIVE LANGUAGE TO JUSTIFY THE CHOICE FOR THE 3ECOND 'RADE ,IBRARIAN !WARD

5SING A +7, CHART IE WHAT DO YOU KNOW ABOUT THIS TOPIC WHAT DO YOU WANT TO KNOW LATER
WHAT DID YOU LEARN TO ASSESS STUDENTS PRIOR KNOWLEDGE ABOUT LIBRARIES AND TO lND OUT THEIR
READING INTERESTS
#REATING A BOOK USING THE WRITING PATTERNS OR STYLES OF A PARTICULAR AUTHOR FEATURED IN THE CLASSROOM
LIBRARY DISPLAY
$ESIGNING A DIAGRAM SHOWING THE DIFFERENT PARTS OF A BOOK
$ESIGNING A POSTER SHOWING HOW TO TAKE CARE OF BOOKS
6ISITING THE PUBLIC LIBRARY FOR A TOUR AND INTERVIEWING A LIBRARIAN
$ISCUSSING THE NAMES OF PARTS OF A BOOK AND PARTS OF A LIBRARY NOTING THAT MANY OF THESE TERMS ARE
%NGLISH3PANISH COGNATES
2EADING AWARD WINNING BOOKS AND DETERMINING WHY THESE BOOKS RECEIVED AWARDS
$ECIDING CRITERIA FOR AWARDING THE 3ECOND 'RADE ,IBRARIAN !WARD TO BOOKS IN THE CLASSROOM LIBRARY
5SING THE COMPUTER TO DESIGN A LENDING LIBRARY CARD FOR THE CLASS LIBRARY
/RGANIZING THE CLASSROOM LIBRARY USING A SYSTEM SIMILAR TO THE $EWEY $ECIMAL #LASSIlCATION 3YSTEM
!CTING AS LIBRARIANS IN THE CLASSROOM WHEN OTHER STUDENTS FROM THE SCHOOL COME TO THE CLASSROOM
LENDING LIBRARY DURING LIBRARY HOURS LAST HALF HOUR OF LUNCH
7RITING ABOUT EXPERIENCES DURING THE LIBRARY VISIT AND ABOUT HOW STUDENTS FELT AS LIBRARIANS AFTER THE
GRAND OPENING OF THEIR CLASSROOM LIBRARY

-ATERIALS2ESOURCES
3TUDENT TO STUDENT READING INTEREST SURVEYS
"OOKS FROM A VARIETY OF GENRES IN BOTH LANGUAGES
"ASKETS
,ARGE LABELS
-ARKERS
0ENCILS
'OLDEN AWARD SEALS
3EVERAL SETS OF BOOKS BY THE SAME AUTHOR !NTHONY "ROWNE AND OTHER STUDENT SELECTED FAVORITES
4REASURE (UNT WORKSHEET
,IBRARY CARD FOR CHECKING OUT BOOKS
,ARGE CONSTRUCTION PAPER
!SSESSMENT
&ORMAL ASSESSMENT TAKES PLACE THROUGH GRADING OF THE VARIOUS PRODUCTS THAT STUDENTS CREATE DURING
THE UNIT SCAVENGER HUNT WORKSHEET DESIGN OF A BOOK POSTER FOR HOW TO TAKE CARE OF BOOKS AND
ESSAY ON THEIR EXPERIENCES IN THE PUBLIC LIBRARY 4HESE PRODUCTS SHOULD BE ASSESSED FOR STUDENTS
UNDERSTANDING OF THE CONCEPTS AS WELL AS THEIR PROPER USE OF VOCABULARY AND INCORPORATION OF OTHER
LANGUAGE OBJECTIVES
3TUDENTS ARE ALSO INFORMALLY ASSESSED THROUGH TEACHER EVALUATION OF CONTENT AND LANGUAGE SKILLS
1UESTIONS TO BE ASKED
(OW ARE THE CHILDREN TREATING LIBRARY BOOKS AFTER THIS UNIT
7HAT IS THEIR ATTITUDE TOWARDS READING
$O CHILDREN SHOW INCREASING INTEREST IN BOOKS $ID THE STUDENTS COLLABORATE IN PARTNERSHIPS
!RE THE STUDENTS USING ENVIRONMENTAL PRINT AND WORDS FROM THE TEXT IN WRITTEN WORK AND
CONVERSATIONS
!RE THE STUDENTS USING APPROPRIATE VOCABULARY

,ESSON 0LAN
,ESSON 4OPIC &INDING BOOKS IN THE LIBRARY ACCORDING TO GENRE

%NGLISH $AY
.EW 9ORK 3TATE .ATIVE ,ANGUAGE !RTS 3TANDARDS
3TANDARD 3TUDENTS WILL LISTEN SPEAK READ AND WRITE IN THEIR NATIVE LANGUAGES FOR INFORMATION AND
UNDERSTANDING
.EW 9ORK 3TATE 3TANDARDS FOR &OREIGN ,ANGUAGE ,EARNING
3TANDARD 3TUDENTS DEMONSTRATE UNDERSTANDING OF THE NATURE OF LANGUAGE THROUGH COMPARISONS
OF THE LANGUAGE STUDIED AND THEIR OWN
.EW 9ORK #ITY 0ERFORMANCE 3TANDARDS FOR %NGLISH ,ANGUAGE !RTS
%B 0ARTICIPATE IN GROUP MEETINGS
'UIDING 1UESTIONS
(OW DO WE USE 3PANISH COGNATES TO HELP DEVELOP %NGLISH VOCABULARY SPECIlC TO LITERARY GENRES
(OW CAN WE LOCATE VARIOUS TYPES OF RESOURCES IN A LIBRARY
7HAT ARE THE CHARACTERISTICS OF A LIBRARY
7HAT CAN WE DISCOVER IN THE LIBRARY
(OW DO WE BEHAVE IN A LIBRARY

/BJECTIVES
5NDERSTANDING THAT SYSTEMS ARE USED IN LIBRARIES TO HELP US lND BOOKS
5NDERSTANDING THE DIFFERENT WAYS A LIBRARY IS ORGANIZED EG *UVENILE !DULT AND 2EFERENCE SECTIONS
5NDERSTANDING THAT NONlCTION BOOKS ARE CLASSIlED BY NUMBERS PRINTED ON THEIR SPINE WHILE lCTION
BOOKS ARE CLASSIlED BY LETTERS
,ANGUAGE 3KILLS
!SKING 7( QUESTIONS ABOUT THE LIBRARY EG 7HERE IS 7HAT IS 7HAT OTHER
5SING CONTENT VOCABULARY REFERENCE ENCYCLOPEDIA SECTIONS SUBCATEGORIES SUBHEADINGS JUVENILE

LIBRARIAN
5SING COGNATES AS A TOOL FOR UNDERSTANDING %NGLISH TERMS REFERENCEREFERENCIA ENCYCLOPEDIA

ENCICLOPEDIA SECTIONSSECCIONES SUBCATEGORIESSUBCATEGORÓA lCTIONlCCIØN JUVENILEJUVENIL AUTHORAUTOR
ILLUSTRATIONILUSTRACIØN
5NDERSTANDING HEADINGS AND SUBHEADINGS
5NDERSTANDING PRINCIPLES OF SORTING AND CLASSIFYING
5NDERSTANDING HOW TO COLLECT AND RECORD DATA
5NDERSTANDING HOW COGNATES CAN BUILD A BRIDGE TO THE %NGLISH LANGUAGE
-ATERIALS
3TUDENT GENERATED LIST OF BOOKS READ IN THIS AND OTHER CLASSES INCLUDES lCTION AND NONlCTION BOOKS
,IBRARY 4REASURE (UNT 3HEET
#LIP BOARDS
0ENCILS

-OTIVATION 'ROUP !CTIVITY !PPROXIMATELY -INUTES
4HE TEACHER LEADS A DISCUSSION WITH THE STUDENTS ABOUT THEIR LAST VISIT TO THE LIBRARY REVIEWING THE
QUESTIONS THE STUDENTS ASKED THE LIBRARIAN AND WHAT SHE TOLD THEM ABOUT HER JOB AND THE DIFFERENT
SECTIONS OF THE LIBRARY 4HEN THE TEACHER INTRODUCES THE 4REASURE (UNT 3HEET ACTIVITY
h.OW THAT WE KNOW THE DIFFERENT PARTS OF A LIBRARY WE WILL DISCOVER THE KINDS OF BOOKS THAT ARE
FOUND IN THE DIFFERENT PARTS OF THE LIBRARY 7E WILL BE LIBRARY DETECTIVES LOOKING FOR CLUES BUT IN OUR
CASE WE ARE LOOKING FOR TITLES OF BOOKS %VERY ONE OF YOU WILL HAVE A PARTNER AND TOGETHER YOU AND
YOUR PARTNER WILL READ THE INSTRUCTION ON THIS 4REASURE (UNT 3HEET AND GO OUT AND ,//+ FOR A TITLE
THAT IS FOUND IN THAT SECTION OF THE LIBRARY 7E WILL THEN COME BACK AND SHARE WHAT WE FOUND OUT IN
OUR INVESTIGATION !RE WE READY ,ETS PUT ON OUR DETECTIVE COATS AND TAKE OUR NOTEBOOKS AND CLIP
BOARDSv
4EACHING,EARNING !CTIVITIES 0ARTNER !CTIVITY !PPROXIMATELY (OUR
4HE TEACHER AND THE STUDENTS WALK TO THE COMMUNITY LIBRARY
!FTER GREETING THE LIBRARIAN THE STUDENTS GO WITH HER TO THE *UVENILE SECTION
4HE LIBRARIAN DISCUSSES WITH THE STUDENTS APPROPRIATE BEHAVIOR IN THE LIBRARY
4HE STUDENTS GO OFF WITH THEIR PARTNERS TO lND THE THINGS LISTED ON THE 4REASURE (UNT 3HEET
!FTER STUDENTS HAVE HAD TIME TO COMPLETE THEIR 4REASURE (UNT 3HEETS THE TEACHER LEADS THEM
BACK TO THE CLASSROOM MODELING LOW VOICE AND QUIET WALKING WHILE IN THE LIBRARY
"ACK IN THE CLASSROOM STUDENTS WORK IN PAIRS WITH THEIR PARTNERS TAKING TURNS TALKING ABOUT WHAT
THEY FOUND IN THE LIBRARY 4HE TEACHER ENCOURAGES STUDENTS TO USE THE APPROPRIATE VOCABULARY WHEN
REFERRING TO THE TYPES OF BOOKS THEY FOUND NOVEL POETRY ENCYCLOPEDIA ETC
4HE TEACHER CALLS ON A FEW STUDENTS TO SHARE WITH THE CLASS WHAT THEY TOLD THEIR PARTNERS THAT THEY
LEARNED AT THE LIBRARY

!SSESSMENT
&ORMAL 4HE TEACHER CHECKS THE 4REASURE (UNT 3HEET FOR APPROPRIATE RESPONSES
)NFORMAL $URING THE LIBRARY VISIT THE TEACHER LISTENS IN ON THE STUDENTS CONVERSATIONS AND WATCHES
FOR INTERACTIVE SKILLS !RE STUDENTS TAKING TURNS TO SPEAK !RE THEY LISTENING TO EACH OTHER !RE
THEY REFERRING BACK TO THEIR 4REASURE (UNT 3HEET TO SHARE WHAT THEY LEARNED $URING THE STUDENT
DISCUSSION OF THE LIBRARY VISIT THE TEACHER NOTES STUDENTS UNDERSTANDING OF HOW NONlCTION AND
lCTION BOOKS ARE CLASSIlED AND THEIR USE OF THE LESSON VOCABULARY
%XTENSION
3TUDENTS USE THEIR KNOWLEDGE ABOUT THE COMMUNITY LIBRARY TO DESIGN A CLASSROOM LIBRARY COMPLETE
WITH CLASSIlCATION AND LENDING SYSTEMS 3TUDENTS CONTINUE TO MAINTAIN THE CLASSROOM LIBRARY
THROUGHOUT THE YEAR
&OR UPCOMING UNITS OF STUDY STUDENTS WILL BE EXPLORING THE SOLAR SYSTEM AND DEVELOPING QUESTIONS
THEY WANT TO RESEARCH 3TUDENTS ARE ENCOURAGED TO BRING IN BOOKS FROM HOME OR THE LOCAL LIBRARY
ON THESE TOPICS TO HELP THE CLASS lND THE ANSWERS TO OUR INQUIRY QUESTIONS
4EACHING THE ,ESSON
-ANY STRUGGLING READERS ARE UNINTERESTED IN READING 3INCE ONE OF THE GOALS OF TWO WAY IMMERSION
CLASSROOMS IS TO DEVELOP LITERACY SKILLS IN TWO LANGUAGES STRUGGLING READERS IN THESE PROGRAMS FACE
SPECIAL CHALLENGES 4HEREFORE TWO WAY IMMERSION TEACHERS MUST lND CREATIVE WAYS TO MOTIVATE
STUDENTS TO READ
4HIS UNIT SEEKS TO IMPROVE THE READING LIVES OF STUDENTS IN TWO WAYS &IRST IT PROVIDES THEM WITH
PLENTY OF OPPORTUNITIES IN THE CLASSROOM AND IN THE LIBRARY TO EXPERIENCE THE JOY OF READING -ANY
STUDENTS IN MY CLASSROOM COME FROM LOW INCOME HOMES WHERE BOTH PARENTS WORK LONG HOURS
AND DO NOT HAVE THE TIME TO READ TO THEIR CHILDREN )N 3CHOOLS THAT 7ORK 2ICHARD !LLINGTON AND
0ATRICIA #UNNINGHAM NOTE THAT hCHILDREN WHO ARRIVE AT SCHOOL WITH FEW BOOK STORY AND

PRINT EXPERIENCES ARE THE VERY CHILDREN WHO NEED RICH LITERATURE ENVIRONMENTS AND ACTIVITIES IN THEIR
SCHOOL DAYv P 4HIS UNIT PROVIDES STUDENTS WITH THOSE ENVIRONMENTS AND ACTIVITIES
3ECOND THIS UNIT BUILDS ON STUDENTS KNOWLEDGE OF 3PANISH VOCABULARY TO HELP THEM UNDERSTAND
%NGLISH TERMS RELATED TO LITERARY GENRES 4HROUGH THE USE OF COGNATES STUDENTS MAKE CROSS LINGUISTIC
CONNECTIONS AND DEEPEN THEIR UNDERSTANDING OF BOTH LANGUAGES
5NIT AND ,ESSON !CTIVITIES

!T THE BEGINNING OF THIS UNIT STUDENTS EXPLORE DIFFERENT AUTHORS AND THEIR WRITING STYLES 4HE CLASS
READS BOOKS BY !NTHONY "ROWNE AUTHOR OF THE 7ILLY SERIES IN 3PANISH AND BY -EM &OX IN %NGLISH
3TUDENTS EXPAND THEIR EXPERIENCES WITH LITERATURE THROUGH READ ALOUDS AND CLASSROOM DISCUSSIONS
OF THE SIMILARITIES AND DIFFERENCES IN CONTENT AND STYLE FOUND IN THE BOOKS
)N THIS LESSON STUDENTS DISCOVER THE WEALTH OF RESOURCES AVAILABLE AT THE LOCAL LIBRARY
3TUDENTS LEARN HOW A LIBRARY OPERATES HOW IT IS ORGANIZED AND HOW TO ACCESS ITS RESOURCES
4HEN BY COMPLETING THE 4REASURE (UNT 3HEET ACTIVITY STUDENTS PUT THEIR NEW KNOWLEDGE
TO PRACTICAL USE BY WORKING IN PAIRS TO LOCATE FAMILIAR BOOKS &INALLY BACK IN THE CLASSROOM
STUDENTS HAVE THE CHANCE TO DISCUSS THEIR lNDINGS USING THE WORDS THEY HAVE LEARNED TO
REFER TO THE BOOKS THEY FOUND 4HUS THE STUDENTS HAVE AN OPPORTUNITY TO USE LANGUAGE
WITHIN THE CONTEXT OF AN AUTHENTIC EXPERIENCE
4HIS UNIT AND LESSON ALSO UNDERSCORE THE IMPORTANCE OF USING COGNATES TO BUILD %NGLISH
COMPREHENSION ) TEACH STUDENTS TO lND THE ROOTS OF WORDS POINTING OUT TO BOTH %NGLISH AND
3PANISH LANGUAGE LEARNERS THAT MANY WORDS IN %NGLISH DERIVE FROM ,ATIN OR 3PANISH ) POINT OUT
FOR INSTANCE THAT THE %NGLISH WORDS lCTION AND NONlCTION LOOK SIMILAR TO THE 3PANISH WORDS lCCIØN
AND NO lCCIØN )N FACT ALMOST ALL OF THE GENRES THAT STUDENTS IDENTIFY AT THE LIBRARY HAVE SIMILARITIES
IN THEIR 3PANISH AND %NGLISH SPELLINGS
3TUDENT 'ROUPING
'ROUPING TECHNIQUES ARE AN ESSENTIAL COMPONENT OF THE DUAL LANGUAGE CLASSROOM WHERE PEER
INTERACTION IS AS CRUCIAL AS STUDENT TEACHER INTERACTION !S 0AULINE 'IBBONS NOTES h7E
;TEACHERS= SHOULD NOT FORGET THAT GROUP WORK MAY HAVE POSITIVE AFFECTIVE CONSEQUENCES ,EARNERS

WHO ARE NOT CONlDENT IN %NGLISH OR ;3PANISH= OFTEN FEEL MORE COMFORTABLE WORKING WITH PEERS THAN
BEING EXPECTED TO PERFORM IN A WHOLE CLASS SITUATIONv P
)N GENERAL ) LIKE TO COMBINE STUDENTS WITH DIFFERENT PROlCIENCY LEVELS IN THE TWO LANGUAGES ) OFTEN
CREATE GROUPS OF THREE OR FOUR THAT HAVE AT LEAST ONE BILINGUAL STUDENT 4HE REST OF THE STUDENTS AT
THE TABLE CAN BE A COMBINATION OF %NGLISH DOMINANT AND 3PANISH DOMINANT
) ALSO LIKE TO COMBINE CHILDREN WITH DIFFERENT READING LEVELS ) lND GREAT VALUE IN SEATING A LOW LEVEL
READER NEXT TO A HIGH LEVEL READER 4HE ARRANGEMENT IS MUTUALLY BENElCIAL 4HE HIGH LEVEL READER
SERVES AS A MODEL FOR THE LOW LEVEL READER AND IN THE PROCESS OF HELPING SOMEONE ELSE THE MORE
PROlCIENT READER DEVELOPS A DEEPER KNOWLEDGE OF THE READING PROCESS
!NOTHER FACTOR TO TAKE INTO CONSIDERATION WHEN GROUPING STUDENTS IS PERSONALITY )N MY EXPERIENCE
TWO INTROVERTED STUDENTS ARE NOT HELPFUL TO EACH OTHER IN TERMS OF ACQUIRING LANGUAGE SKILLS
(OWEVER WITH THE HELP OF GUIDELINES THAT SPELL OUT THE DIFFERENT ROLES THAT STUDENTS ARE EXPECTED TO
TAKE IN THE GROUP ACTIVITY AN EXTROVERTED STUDENT MAY BE A GOOD PARTNER FOR AN INTROVERTED STUDENT
!LL OF THESE GROUPING STRATEGIES PROVED HELPFUL IN THIS UNIT WITH ITS MANY OPPORTUNITIES FOR READING
DISCUSSION AND WRITING &OR EXAMPLE A STUDENT WITH BASIC %NGLISH SKILLS WAS PAIRED WITH A BILINGUAL
STUDENT WHO COULD READ %NGLISH AND WAS THEREFORE ABLE TO HELP THE LESS PROlCIENT STUDENT !ND
WHEN LOW LEVEL READERS SAW THEIR MORE PROlCIENT PARTNERS READING A VARIETY OF BOOKS THEY WERE
OFTEN MOTIVATED TO READ AS WELL
2EFERENCES
!LLINGTON 2 , #UNNINGHAM 0 - 3CHOOLS THAT WORK 7HERE ALL CHILDREN READ AND WRITE
"OSTON -! !LLYN AND "ACON
'IBBONS 0 3CAFFOLDING LANGUAGE SCAFFOLDING LEARNING 4EACHING SECOND LANGUAGE LEARNERS IN
THE MAINSTREAM CLASSROOM 0ORTSMOUTH .( (EINEMANN





-ODEL ,ESSON 0LANS &OURTH 'RADE ,ANGUAGE !RTS %NGLISH #,!332//- ).3425#4)/.
2EADERS 4HEATER
+ATRIN "EINROTH +IM ,EIMER
)NTERNATIONAL #HARTER 3CHOOL 0AWTUCKET 2)
$UAL ,ANGUAGE 0ROGRAM "ACKGROUND
0ROGRAM MODEL
,ANGUAGE OF INITIAL LITERACY INSTRUCTION !LL STUDENTS ARE TAUGHT IN THE PARTNER LANGUAGE 3PANISH
3TUDENT "ACKGROUNDS 7ITHIN THE $UAL ,ANGUAGE 0ROGRAM
,INGUISTIC PROlLE 7ITHIN THE 3PANISH%NGLISH DUAL LANGUAGE PROGRAM AT )#3 ROUGHLY THREE QUARTERS
OF THE STUDENTS ARE NATIVE 3PANISH SPEAKERS
%THNIC PROlLE &AMILIES COUNTRIES OF ORIGIN INCLUDE #APE 6ERDE #OLOMBIA THE $OMINICAN 2EPUBLIC
'UATEMALA (AITI (ONDURAS -EXICO .IGERIA 0UERTO 2ICO AND THE 5NITED 3TATES
0ERCENT OF STUDENTS IN THE PROGRAM QUALIFYING FOR FREEREDUCED PRICE LUNCH !PPROXIMATELY

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS &OURTH 'RADE ,ANGUAGE !RTS %NGLISH
5NIT 0LAN
'RADE
4IME &RAME OF 5NIT DAYS
,ANGUAGES OF ,ESSONS %NGLISH FOR DAYS 3PANISH FOR DAYS
5NIT 4HEME 5NDERSTANDING #HARACTERS
.EW %NGLAND #OMMON !SSESSMENT 0ROGRAM 2EADING 'RADE ,EVEL %XPECTATIONS

*UNE DRAFT
2nn )DENTIFY OR DESCRIBE CHARACTERS SETTING PROBLEM SOLUTION MAJOR EVENTS OR PLOT AS
APPROPRIATE TO TEXT IDENTIFY ANY SIGNIlCANT CHANGES IN CHARACTERS OVER TIME
2nn $ESCRIBE MAIN CHARACTERS PHYSICAL CHARACTERISTICS OR PERSONALITY TRAITS PROVIDE EXAMPLES
OF THOUGHTS WORDS OR ACTIONS THAT REVEAL CHARACTERS PERSONALITY TRAITS
2nn )DENTIFY CAUSES OR EFFECTS INCLUDING POSSIBLE MOTIVES OF CHARACTERS
2nn $EMONSTRATE KNOWLEDGE OF THE USE OF LITERARY ELEMENTS AND DEVICES EG IMAGERY AND
EXAGGERATION TO INTERPRET INTENDED MEANINGS
)NTERNATIONAL #HARTER 3CHOOL 'RADE ,EVEL %XPECTATIONSn3PEAKING AND ,ISTENING
2ECITE BRIEF POEMS TWO OR THREE STANZAS SOLILOQUIES OR DRAMATIC DIALOGUES USING CLEAR DICTION
TEMPO VOLUME AND PHRASING
3UMMARIZE MAJOR IDEAS AND SUPPORTING EVIDENCE FOR THEM PRESENTED IN SPOKEN MESSAGES AND
FORMAL PRESENTATIONS

3TANDARDS FOR &OREIGN ,ANGUAGE ,EARNING IN THE ST #ENTURY
3TANDARD 3TUDENTS DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRACTICES AND
PERSPECTIVES OF THE CULTURE STUDIED
3TANDARD 3TUDENTS DEMONSTRATE UNDERSTANDING OF THE CONCEPT OF CULTURE THROUGH COMPARISONS
OF THE CULTURES STUDIED AND THEIR OWN
'UIDING 1UESTIONS
(OW DO WRITERS READERS AND ACTORS BRING CHARACTERS TO LIFE
(OW CAN READERS USE TEXTUAL CLUES TO CREATE MENTAL IMAGES AND INTERPRET CHARACTERS MOODS AND
ACTIONS
(OW DO READERS USE SCHEMAS TO UNDERSTAND CHARACTERS
(OW ARE TRADITIONS SIMILARDIFFERENT BETWEEN CULTURES
(OW DO CULTURAL TRADITIONS SHAPE OUR PERSPECTIVESUPBRINGING
"IG )DEAS
2EADERS CREATE MENTAL IMAGES OF CHARACTERS PERSONAE AND ACTIONS BASED ON ASPECTS OF TEXT
2EADERS CAN BETTER UNDERSTAND A TEXT BY THINKING ABOUT AND DISCUSSING CHARACTERS MOTIVATIONS AND
RELATIONSHIPS TO OTHER CHARACTERS
2EADERS CAN USE PRIOR KNOWLEDGE TO UNDERSTAND CHARACTERS
$IFFERENT CULTURES HAVE THEIR OWN PORTRAYALS OF THE SAME CHARACTER OR LEGEND BUT SOME ELEMENTS
ARE UNIVERSAL

%XPERIENCE WITH THE PERFORMANCE OF STORIES SUCH AS BOOKS READ ALOUD AND THEATER PRODUCTIONS
&AMILIARITY WITH VARIOUS TYPES OF CHARACTERS FROM FAIRY TALES LEGENDS AND POPULAR CHILDRENS lCTION
+NOWLEDGE OF CULTURAL ELEMENTS IN PARTICULAR SPECIlC CHARACTERS ASSOCIATED WITH TRADITIONAL
HOLIDAYS

/BJECTIVES

-AKING AND CONlRMING PREDICTIONS ABOUT TEXT USING PRIOR KNOWLEDGE AND TEXTUAL CLUES SUCH AS TITLES
TOPIC SENTENCES KEY WORDS AND FORESHADOWING
6ISUALIZINGCREATING IMAGES OF SETTING CHARACTERS AND EVENTSBASED ON ASPECTS OF TEXT
$RAWING INFERENCES ABOUT CAUSE AND EFFECT
)DENTIFYING THOUGHTS WORDS OR ACTIONS THAT REVEAL CHARACTERS PERSONALITY TRAITS
,ANGUAGE 3KILLS
2EADING ALOUD WITH APPROPRIATE EXPRESSION AND mUENCY
5NDERSTANDING VOCABULARY MENTAL IMAGE SCHEMA FORESHADOWING VISUALIZE MOOD CHARACTER TRAITS
5NDERSTANDING IDIOMS AND EXAGGERATED DESCRIPTIONS OF CHARACTERS IN THE TEXT
$AY 3TUDENTS BROWSE THROUGH A SELECTION OF SCRIPTS FOR 2EADERS 4HEATER 4HE TEACHER GUIDES A
CLASS DISCUSSION TO IDENTIFY THE ELEMENTS OF 2EADERS 4HEATER AND TO HELP STUDENTS UNDERSTAND HOW
TO USE THE SCRIPTS 3TUDENTS FORM GROUPS OF SIX WITH AT LEAST ONE %NGLISH DOMINANT SPEAKER IN EACH
GROUP %ACH MEMBER OF THE GROUP RECEIVES A COPY OF THE SCRIPT FOR THE PLAY ! "AKERS $OZEN ! 3AINT
.ICHOLAS 4ALE BY !ARON 3HEPARD 4HE PLAY HAS TWO SPEAKING ROLES AND FOUR NARRATORS )N THEIR GROUPS
STUDENTS READ THROUGH THEIR SCRIPTS CHOOSE PARTS AND MARK THEIR LINES TO PRACTICE AS HOMEWORK
$AY 4HE STUDENTS GAIN AN UNDERSTANDING OF THE CHARACTERS BY IDENTIFYING WORDS AND PHRASES THAT
SUGGEST CHARACTER TRAITS SKETCHING THEIR MENTAL IMAGE OF THE CHARACTERS DISCUSSING THEIR SKETCHES
AND REREADING THEIR SCRIPTS ALOUD WITH APPROPRIATE EXPRESSION 4HEY COMPARE THE CHARACTER OF 3T
.ICHOLAS AND THE $UTCH 3T .ICHOLAS CELEBRATION IN THE PLAY TO OTHER CULTURES TRADITIONS
$AY 3TUDENTS FORM NEW GROUPS AND EACH GROUP CHOOSES A 2EADERS 4HEATRE SCRIPT 4HE SIZE OF
EACH GROUP MATCHES THE NUMBER OF CHARACTERS IN THE SCRIPT )N THEIR GROUPS STUDENTS READ THROUGH
THEIR SCRIPTS CHOOSE PARTS AND MARK THEIR LINES TO PRACTICE AS HOMEWORK
$AY )N THEIR GROUPS STUDENTS READ THROUGH THEIR SCRIPTS ALOUD AND DISCUSS THE PLOT FOCUSING ON
CHARACTERS MOTIVATIONS AND INTERACTIONS 3TUDENTS PRACTICE READING THEIR SCRIPTS WITH EXPRESSION

4HEY ALSO COMPLETE A WRITTEN RESPONSE TO THE SCRIPT FOCUSING ON THEIR MENTAL IMAGE OF THE
CHARACTERS 4HE TEACHER CIRCULATES AMONG THE GROUPS TO PROVIDE LANGUAGE SUPPORT
$AY 7HOLE CLASS PERFORMANCE STUDENTS OFFER FEEDBACK ON PERFORMANCES
$AYS 4HE PROCESS IS REPEATED IN THE OTHER LANGUAGE 3PANISH WITH DIFFERENT TEXTS 4HE CULTURAL
FOCUS THROUGHOUT THE 3PANISH CYCLE IS ON VALUES AND BELIEFS !S MUCH AS POSSIBLE THE TEACHER
FOCUSES ATTENTION ON BELIEFS AND VALUES THAT HELP TO EXPLAIN THE BEHAVIOR OF THE CHARACTERS AND
ENCOURAGES THE CLASS TO CONSIDER THE EXTENT TO WHICH THESE BELIEFS AND VALUES ARE THE SAME OR
DIFFERENT ACROSS CULTURES
&OLLOW UP 4HE CLASS PERFORMS SEVERAL PLAYS FOR OTHER CLASSES
4HROUGHOUT THE CYCLE THE TEACHER PROVIDES MINI LESSONS AS NEEDED ON THE FOLLOWING AREAS
7ORKING AS A GROUP WITHOUT THE TEACHER EG HOW TO PROVIDE FEEDBACK TO GROUP MEMBERS
0ORTRAYING CHARACTERS USING SCHEMAS BASED ON THE TEXT
2EADING ALOUD WITH APPROPRIATE EXPRESSION AND mUENCY AND
0ERFORMING IN FRONT OF AN AUDIENCE
-ATERIALS2ESOURCES
3EVERAL COPIES OF A VARIETY OF 2EADERS 4HEATER SCRIPTS
4RANSPARENCY OF 4HE "AKERS $OZEN
#OPIES OF 4HE "AKERS $OZEN FOR THE STUDENTS WWWAARONSHEPCOMRT24%HTML
"LANK TRANSPARENCIES
0APER HIGHLIGHTERS COLORED PENCILS
0AIRGROUP WORK CHECKLIST
/NLINE 2ESOURCES
HTTPWWWAARONSHEPCOMRTINDEXHTML
2EADERS 4HEATER SCRIPTS AND RESOURCES PRIMARILY IN %NGLISH BUT SOME IN 3PANISH
HTTPCPANELSERVDNSNET^READINGL2EADERS?4HEATER3CRIPTSSCRIPTSHTML
! WIDE VARIETY OF %NGLISH SCRIPTS MANY BASED ON FRACTURED FAIRY TALES AND OTHER FAMILIAR PICTURE BOOKS

HTTPHOMESPRINTMAILCOM^SYDNEYGLESLIEINFANTOS?HOMEHTML
! COLLECTION OF SHORT SCRIPTS IN 3PANISH FOCUSING ON MORALS AND VALUES
HTTPWWWTEACHERIDEASPRESSCOM
-ORE THAN VOLUMES OF 2EADERS 4HEATER SCRIPTS FOR A VARIETY OF GRADE LEVELS AND CONTENT AREAS
MOST IN %NGLISH BUT SOME SUCH AS $ON 1UIXOTE IN !MERICA BY 2ESURRECCÓON %SPINOSA IN %NGLISH AND
3PANISH
!SSESSMENT
"OTH SELF ASSESSMENT AND TEACHER ASSESSMENT RUBRICS ARE USED TO ASSESS STUDENTS UNDERSTANDING
OF THE CONTENT AND LANGUAGE OBJECTIVES 7RITTEN RESPONSES FROM DAYS TWO AND FOUR SHOULD BE
ASSESSED WITH REGARD TO STUDENTS USE OF INFORMATION GIVEN IN THE TEXT TO INFER THEIR CHARACTERIZATIONS
3ELF ASSESSMENT RUBRICS FOR THE PERFORMANCE EVALUATE THE STUDENTS SUCCESS IN READING ALOUD WITH
APPROPRIATE EXPRESSION AND mUENCY
4EACHER CHECKLIST FOR GROUP WORK NOTING HOW WELL STUDENTS ARE ABLE TO WORK COOPERATIVELY WITH
THEIR PEERS AND TO PROVIDE CONSTRUCTIVE FEEDBACK TO EACH OTHER

,ESSON 0LAN $AY OF THE 5NIT
,ESSON 4OPIC
-AKING MENTAL IMAGES TO SUPPORT READING COMPREHENSION
-AKING COMPARISONS BETWEEN DIFFERENT CULTURAL TRADITIONS
.EW %NGLAND #OMMON !SSESSMENT 0ROGRAM 2EADING 'RADE ,EVEL %XPECTATIONS

*UNE DRAFT
2nn $ESCRIBE MAIN CHARACTERS PHYSICAL CHARACTERISTICS OR PERSONALITY TRAITS OR PROVIDE

EXAMPLES OF THOUGHTS WORDS OR ACTIONS THAT REVEAL CHARACTERS PERSONALITY TRAITS
3TANDARDS FOR &OREIGN ,ANGUAGE ,EARNING IN THE ST #ENTURY
3TANDARD 3TUDENTS DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRACTICES
AND PERSPECTIVES OF THE CULTURE STUDIED
3TANDARD 3TUDENTS DEMONSTRATE UNDERSTANDING OF THE CONCEPT OF CULTURE THROUGH COMPARISONS
OF THE CULTURES STUDIED AND THEIR OWN
'UIDING 1UESTIONS
(OW CAN READERS USE TEXTUAL CLUES TO CREATE MENTAL IMAGES AND INTERPRET CHARACTERS MOODS AND
ACTIONS
(OW ARE CULTURAL PRACTICES ALIKEDIFFERENT BETWEEN TWO OR MORE CULTURES

/BJECTIVES

6ISUALIZING SETTING CHARACTERS AND EVENTS
)DENTIFYING WORDS AND PHRASES IN TEXT THAT HIGHLIGHT CHARACTERS MOODS AND ACTIONS
3YNTHESIZING CHARACTER TRAITS TO FORM A MENTAL IMAGE OF THE CHARACTER
5NDERSTANDING THAT CHARACTERS ACTIONS CAN BE EXPLAINED IN PART BY THEIR PERSONALITIES
#OMPARING DIFFERENCES AND SIMILARITIES BETWEEN TWO OR MORE CULTURESCULTURAL PRACTICES
,ANGUAGE 3KILLS
*USTIFYING A POSITION
5NDERSTANDING VOCABULARY VISUALIZE MOOD CHARACTER AND TRAITS
2EADING WITH EXPRESSION AND mUENCY
0ROVIDING EVIDENCE FOR INTERPRETATIONS FROM TEXT
-ATERIALS
#OPIES OF THE 3CRIPT 4HE "AKERS $OZEN ! 3AINT .ICHOLAS 4ALE FOR EACH STUDENT
3CRIPT ON TRANSPARENCY
"LANK TRANSPARENCY OF 6ENN DIAGRAM
"LANK PAPER FOR DRAWING
(IGHLIGHTERS
0ENCILS CRAYONS COLORED PENCILS
-OTIVATION
4HE TEACHER ASKS WHY IT IS IMPORTANT FOR READERS TO FOCUS ON PERSONALITY TRAITS !S THE STUDENTS
RESPOND THE TEACHER SUPPLIES EVIDENCE FROM A TEXT THE GROUP HAS READ PREVIOUSLY SHOWING THAT
PERSONALITY TRAITS CONTRIBUTE TO THE PLOT 3HE NOTES EXAMPLES FROM THIS TEXT GIVING CLUES ABOUT THE
CHARACTERS PERSONALITY TITLES TOPIC SENTENCES WORDS FORESHADOWING CLUES ETC

&OCUS LESSON MINUTES WHOLE GROUP 4HE TEACHER READS ALOUD FROM THE "AKERS $OZEN
SCRIPT WHICH IS ON THE OVERHEAD 3HE ASKS STUDENTS TO NOTE WORDS AND PHRASES THAT PROVIDE
EVIDENCE FOR THE CHARACTERS MOODS AND MOTIVATIONS !FTER READING TWO TO THREE PAGES THE TEACHER
ASKS THE STUDENTS TO SUMMARIZE WHAT THEY HAVE LEARNED SO FAR ABOUT THE CHARACTERS MOOD AND
ACTIONS IN THE SCRIPT
'UIDED PRACTICE MINUTES 3TUDENTS REREAD THEIR SCRIPTS SILENTLY AND CONTINUE TO IDENTIFY WORDS
AND PHRASES THAT HIGHLIGHT THE CHARACTERS PERSONALITY TRAITS AND MOOD 4HEN EACH STUDENT SKETCHES
HISHER MENTAL IMAGE OF ONE OF THE CHARACTERS IN THE SCRIPT
)N SMALL GROUPS STUDENTS PRESENT THEIR SKETCHES DESCRIBING THE CHARACTERS PERSONALITY AND MOOD
AND GIVING EXAMPLES FROM THE TEXT TO SUPPORT THEIR INTERPRETATIONS 4HE TEACHER CIRCULATES AMONG
THE STUDENTS TO PROVIDE LANGUAGE SUPPORT
4HREE OR FOUR STUDENTS PRESENT THEIR SKETCHES TO THE CLASS SHARING INSIGHTS INTO THE CHARACTERS
ACTIONS USING TEXTUAL EVIDENCE OF CHARACTER TRAITS 4HE TEACHER LEADS A WHOLE CLASS DISCUSSION ABOUT
HOW THE BAKER CHANGED DURING THE PLAY AND WHAT HE LEARNED 4HE TEACHER REPRESENTS INSIGHTS FROM
THIS DISCUSSION ON A 6ENN DIAGRAM
3TUDENTS DISCUSS THE PORTRAYAL OF 3T .ICHOLAS AND THE CELEBRATION OF 3T .ICHOLAS $AY IN THE PLAY
AND COMPARE THAT TO OTHER CULTURAL TRADITIONS THAT THEY KNOW
2EVIEW .OW THAT STUDENTS HAVE DEVELOPED A DEEPER UNDERSTANDING OF THE TEXT THEY REREAD THEIR
SCRIPTS ALOUD IN THEIR GROUPS THIS TIME WITH APPROPRIATE EXPRESSION
!SSESSMENT
!SSESSMENT OF SKETCHES !RE THEY REASONABLE REPRESENTATIONS OF THE CHARACTERS
)NFORMAL OBSERVATION OF STUDENTS DURING GROUP WORK $O THE STUDENTS APPEAR TO UNDERSTAND THE
CHARACTERS ACTIONS TRAITS AND MOTIVATIONS $O THEY READ WITH APPROPRIATE EXPRESSION

%XTENSION
(OMEWORK 3TUDENTS INTERVIEW RELATIVES OR A NEIGHBOR FROM A COUNTRY THAT IS NOT THE 5NITED 3TATES
OR FROM A MINORITY CULTURE WITHIN THE 5NITED 3TATES ABOUT TRADITIONAL CELEBRATIONS AND CHARACTERS
ASSOCIATED WITH THE CELEBRATIONS 3TUDENTS PREPARE TO REPORT THEIR lNDINGS TO THE CLASS
4EACHING THE ,ESSON
4HIS 2EADERS 4HEATER UNIT ADDRESSES TWO MAIN GOALS OF DUAL LANGUAGE PROGRAMS DEVELOPING LITERACY
SKILLS IN BOTH LANGUAGES AND PROMOTING CULTURAL COMPETENCE 2EADERS 4HEATER IS AN EFlCIENT AND
EFFECTIVE STRATEGY FOR ADDRESSING THE lRST GOAL BECAUSE IT ENGAGES STUDENTS ACTIVELY IN READING WITH
UNDERSTANDING 4HE SECOND GOAL IS ADDRESSED BY SELECTING 2EADERS 4HEATER SCRIPTS THAT LEND
THEMSELVES TO MAKING CROSS CULTURAL CONNECTIONS 4O ADDRESS BOTH GOALS IT IS CRUCIAL TO GIVE STUDENTS
ACCESS TO DIFFERENT GENRES HUMORDRAMA REALISTICFANTASTIC HISTORICALMODERN FOLKTALES FAIRY TALES
ETC DURING THE TWO CYCLES OF THE UNIT DAYS IN %NGLISH AND DAYS IN 3PANISH
4HIS 2EADERS 4HEATER UNIT SUPPORTS AND EXTENDS STUDENTS ABILITY TO READ IN TWO LANGUAGES BY
TEACHING STRATEGIES FOR UNDERSTANDING CHARACTERS AND BY EMPHASIZING THE IMPORTANCE OF READING WITH
APPROPRIATE EXPRESSION AND mUENCY 4HE UNIT LOOKS AT HOW TEXT CLUES SUCH AS EXAGGERATION AND
IDIOMS CREATE A MENTAL IMAGE OF THE CHARACTERS THAT HELPS TO EXPLAIN THEIR ACTIONS 3TUDENTS SPEND
TIME THINKING AND TALKING ABOUT WHAT IS STATED AND WHAT CAN BE INFERRED ABOUT CHARACTERS IN THE
2EADERS 4HEATER SCRIPTS )N ORDER TO EXPLORE CHARACTERIZATION AND PERFORMANCE STRATEGIES IN BOTH
PROGRAM LANGUAGES AS WELL AS TO ENSURE THAT STUDENTS HAVE THE OPPORTUNITY TO PRACTICE READING
mUENTLY IN BOTH LANGUAGES THE DAY CYCLE IS CONDUCTED lRST IN %NGLISH OR IN 3PANISH AND THEN
REPEATED IN THE OTHER LANGUAGE BUT WITH DIFFERENT TEXTS
"ECAUSE MUCH OF THE WORK IN THIS UNIT IS DONE INDEPENDENTLY OR IN SMALL GROUPS THE TEACHER SHOULD
CIRCULATE AMONG GROUPS TO PROVIDE LANGUAGE SUPPORT PROMPT LEARNERS TO EXTEND THEIR THINKING AND
FACILITATE COOPERATIVE GROUP WORK 4HE TEACHER CAN ALSO USE THOSE OPPORTUNITIES FOR NOTING WHAT
ELEMENTS OF THE LESSON ARE GIVING STUDENTS TROUBLE AND ADDRESSING THOSE POINTS IN FUTURE MINI LESSONS

4HE TEACHER ENSURES THAT THE GOAL OF DEVELOPING CULTURAL COMPETENCE IS ADDRESSED BY PROMPTING
WHOLE CLASS DISCUSSIONS OF DIFFERENT CULTURAL ASPECTS ADDRESSED IN THE SCRIPTS READ IN CLASS "Y
ENCOURAGING STUDENTS TO DESCRIBE THEIR OWN CULTURAL PRACTICES AND LEARN ABOUT OTHERS THE TEACHER
CREATES A CLIMATE IN WHICH STUDENTS LEARN ABOUT CULTURAL DIFFERENCES AND RESPECT THEIR INTEGRITY
4HE LESSON DEVELOPED FOR THIS TOOLKIT TAKES PLACE DURING THE lRST WEEK OF THE CYCLE WHICH IS
CONDUCTED IN %NGLISH /NE OF THE LANGUAGE OBJECTIVES FOR THE LESSON IS READING WITH EXPRESSION AND
mUENCY 2EADING WITH EXPRESSION REQUIRES COMPREHENSION OF THE TEXT INCLUDING UNDERSTANDING OF THE
CHARACTERS 3TUDENTS SHOW THAT THEY HAVE UNDERSTOOD TEXTUAL CLUES TO THE CHARACTERS PERSONAE AS
THEY READ ALOUD EG INDICATING EMOTION IN THE SOUND OF THEIR VOICE
4HE CULTURE GOAL IS ADDRESSED IN DISCUSSION WHEN STUDENTS ARE ENCOURAGED TO MAKE CROSS CULTURAL
CONNECTIONS BETWEEN ONE OF THE CHARACTERS IN THE PLAY 4HE "AKERS $OZEN ! 3AINT .ICHOLAS 4ALE
AND A LITERARY OR MYTHICAL CHARACTER ASSOCIATED WITH ONE OF THEIR TRADITIONAL CELEBRATIONS 3TUDENTS
CAN DISCUSS THE CHARACTERISTICS OF THE $UTCH 3AINT .ICHOLAS IN THE PLAY AND COMPARE IT TO A SIMILAR
CHARACTER FROM THEIR CULTURE 4HE TEACHER CAN HELP TO EXPAND THE STUDENTS VOCABULARY AND
KNOWLEDGE OF DIALECTAL AND LEXICAL VARIATIONS FROM DIFFERENT 3PANISH SPEAKING COUNTRIES &OR INSTANCE
IN COUNTRIES LIKE 0UERTO 2ICO AND 6ENEZUELA EL $ÓA DE LOS 2EYES IS A VERY IMPORTANT CELEBRATION THAT
TAKES PLACE IN *ANUARY WHEREAS THAT DAY DOES NOT HAVE THE SAME IMPORTANCE IN #OLOMBIA OR #HILE
-OREOVER DIFFERENT COUNTRIES HAVE DIFFERENT NAMES FOR THE SAME CHARACTER &OR EXAMPLE 3AINT
.ICHOLAS IS CALLED 0APÉ .OEL IN #OLOMBIA %L 6IEJITO 0ASCUERO IN #HILE AND 3ANTA #LAUS PRONOUNCED
KLOS IN 0UERTO 2ICO !LL OF THESE DIFFERENCES AND COMMONALITIES CAN BE USED TO ENRICH STUDENTS
CULTURAL UNDERSTANDING IN A DUAL LANGUAGE CLASSROOM ,ATER IN THE CYCLE WHEN STUDENTS ARE WORKING
WITH THE SCRIPTS THEY HAVE CHOSEN THE TEACHER CAN PAY PARTICULAR ATTENTION TO UNDERLYING CULTURAL
VALUES AND BELIEFS THAT ARE EMBEDDED IN STORIES


-ODEL ,ESSON 0LANS &IFTH 'RADE ,ANGUAGE !RTS 3PANISHn0ROVERBS #,!332//- ).3425#4)/.
0ROVERBS
#RISTINA 3ANDZA $ONOVAN
"ARBIERI 3CHOOL &RAMINGHAM -!
-ARLENY 0ERDOMO
+EY %LEMENTARY 3CHOOL !RLINGTON 6!
$UAL ,ANGUAGE 0ROGRAM &EATURES "ARBIERI 3CHOOL
0ROGRAM -ODEL $IFFERENTIATED )N 'RADES + STUDENTS ARE SEPARATED BY LANGUAGE FOR PART OF THE
DAY AND RECEIVE INSTRUCTION IN THEIR NATIVE LANGUAGE !FTER 'RADE STUDENTS ARE INTEGRATED ALL DAY
AND FOLLOW A MODEL
,ANGUAGES 3PANISH AND %NGLISH
,ANGUAGE OF )NITIAL ,ITERACY )NSTRUCTION !LL STUDENTS ARE TAUGHT IN THEIR NATIVE LANGUAGE
3TUDENT "ACKGROUND 7ITHIN THE $UAL ,ANGUAGE 0ROGRAM "ARBIERI 3CHOOL
,INGUISTIC 0ROlLE OF STUDENTS ARE NATIVE 3PANISH SPEAKERS AND ARE NATIVE %NGLISH SPEAKERS
%THNIC 0ROlLE -OST STUDENTS ABOUT ARE OF (ISPANIC ORIGIN &OURTEEN PERCENT ARE WHITE AND
ABOUT ARE FROM OTHER BACKGROUNDS

#,!332//- ).3425#4)/. -ODEL ,ESSON 0LANS &IFTH 'RADE ,ANGUAGE !RTS 3PANISHn0ROVERBS
5NIT 0LAN
'RADE &IFTH
3UBJECT 3PANISH ,ANGUAGE !RTS
4IME &RAME OF 5NIT 4HREE ONE HOUR LESSONS
,ANGUAGE OF ,ESSONS 3PANISH
5NIT 4HEME ,ITERAL LANGUAGE VERSUS lGURATIVE LANGUAGE
&RAMINGHAM 0UBLIC 3CHOOL &03 ,ANGUAGE !RTS #URRICULUM
,EARNING 3TANDARD 3TUDENTS WILL MAKE ORAL PRESENTATIONS THAT DEMONSTRATE APPROPRIATE
CONSIDERATION OF AUDIENCE PURPOSE AND THE INFORMATION TO BE CONVEYED
,EARNING 3TANDARD 3TUDENTS WILL IDENTIFY THE MEANING OF COMMON IDIOMS AND lGURATIVE PHRASES
,EARNING 3TANDARD 3TUDENTS WILL ANALYZE SENSORY DETAILS AND lGURATIVE LANGUAGE
,EARNING 3TANDARD 3TUDENTS WILL ANALYZE AND EXPLAIN THE USE OF lGURATIVE LANGUAGE AS IT
APPEALS TO THE SENSES CREATES IMAGERY SUGGESTS MOOD AND SETS TONE
'UIDING 1UESTIONS
7HAT IS A PROVERB
7HAT INFORMATION IS NEEDED TO UNDERSTAND A PROVERB
7HAT IS THE DIFFERENCE BETWEEN LITERAL MEANING AND lGURATIVE MEANING

"IG )DEAS
! PROVERB USES lGURATIVE LANGUAGE TO EXPRESS A FEELING OR IDEA
&IGURATIVE LANGUAGE OCCURS IN POETRY AND OTHER TYPES OF CREATIVE WRITING
5NDERSTANDING lGURATIVE LANGUAGE AND BEING FAMILIAR WITH PROVERBS CAN PROMOTE COMMUNICATION
0ROVERBS CONVEY CULTURAL BELIEFS
3TUDENTS PERSONAL EXPERIENCES USING PROVERBS OUTSIDE OF SCHOOL
3TUDENTS EXPERIENCE WITH lGURATIVE LANGUAGE IN STUDYING METAPHORS AND SIMILES IN POETRY
.OTE !T THE SAME TIME AS THIS UNIT IS TAUGHT A PARALLEL UNIT WILL BE TAUGHT DURING %NGLISH LANGUAGE
ARTS INSTRUCTION TO ALLOW FOR CROSS LINGUISTIC COMPARISONS AND CONNECTIONS
/BJECTIVES

5SING CONTEXT TO INFER THE MEANING OF lGURATIVE LANGUAGE
5NDERSTANDING lGURATIVE LANGUAGE
5NDERSTANDING COMMON PROVERBS
,ANGUAGE 3KILLS
5SING lGURATIVE LANGUAGE APPROPRIATELY
-AKING AN ORAL PRESENTATION
$AY 4HE TEACHER INTRODUCES THE CONCEPT OF A PROVERB BY READING A FABLE THAT ENDS WITH A PROVERB
AND HAVING THE CHILDREN INFER THE MEANING OF THE PROVERB FROM THE TEXT 3TUDENTS THEN WORK IN SMALL
GROUPS TO READ ADDITIONAL FABLES AND TO EXTRACT THE MEANING OF THE PROVERB THAT ENDS EACH FABLE
$AY 3TUDENTS WORK IN SMALL GROUPS 4HE TEACHER PROVIDES EACH GROUP WITH A PROVERB THEY DONT
KNOW AND ASKS EACH GROUP TO PREDICT THE lGURATIVE MEANING OF THAT PROVERB 4HE TEACHER THEN
PROVIDES A SHORT STORY WITH THE PROVERB EMBEDDED IN IT AND ASKS THE STUDENTS TO READ THE STORY AND

REVISE THEIR PREDICTION AS NEEDED 4EACHERS THEN PROVIDE THE lGURATIVE MEANING OF THE PROVERB SO THAT
STUDENTS CAN CONlRM THEIR PREDICTION 3TUDENTS WORK IN THEIR GROUPS TO CREATE POSTERS THAT CONVEY
PICTURES WITH THE LITERAL MEANING OF THEIR PROVERB AND TO RESTATE THE lGURATIVE MEANING IN THEIR OWN
WORDS &INALLY EACH GROUP SHARES THEIR POSTER AND PRESENTS THE LITERAL AND lGURATIVE MEANING OF IT
$AY 3TUDENTS CONTINUE TO WORK WITH THEIR SELECTED PROVERB IN THEIR SMALL GROUPS %ACH GROUP
WRITES A SKIT THAT SHOWS THE APPROPRIATE USAGE OF THE PROVERB AND ACTS OUT THE SKIT FOR THE CLASS !S
A CULMINATING ACTIVITY STUDENTS WORK ON A MATCHING ACTIVITY DEVELOPED BY THE TEACHER IN WHICH THEY
ARE REQUIRED TO MATCH EACH PROVERB THAT WAS PRESENTED BY THE GROUPS TO A SITUATION WHERE THE USE
OF THAT PROVERB WOULD BE APPROPRIATE
-ATERIALS2ESOURCES
"OOKS ON FABLES SUCH AS THOSE BY !ESOP AND 3AMANIEGO
"OOKS ON PROVERBS -Y &IRST "OOK OF 0ROVERBS-I PRIMER LIBRO DE DICHOS BY 2ALFKA 'ONZALEZ AND
!NA 2UIZ AND REFRANES INFANTILES BY * )GNACIO (ERRERA AND -A ,UISA 4ORCIDA
7EBSITES ON PROVERBS IN %NGLISH AND 3PANISH

HTTPSPANISHABOUTCOMLIBRARYWEEKLYAABHTM
HTTPCOGWEBUCLAEDU$ISCOURSE0ROVERBS3PANISH %NGLISHHTML
HTTPSPANISHABOUTCOMLIBRARYWEEKLYAABHTM
#HART PAPER
-ARKERS
#RAYONS
!SSESSMENT
$AY 2EAD RESPONSE JOURNALS IN WHICH STUDENTS REmECT ON THE MEANING OF THE PROVERB AS INFERRED
FROM THE FABLE
$AY !SSESS STUDENTS PRESENTATIONS IN TERMS OF HOW WELL THEY CONVEY BOTH THE lGURATIVE AND
LITERAL MEANINGS OF THEIR PROVERBS
$AY /BSERVE STUDENTS PERFORM MATCHING TASK WHICH PROVIDES AN OVERALL ASSESSMENT OF
COMPREHENSION OF ALL PROVERBS STUDIED AND PRESENTED BY ALL GROUPS

,ESSON 0LAN $AY 4WO OF THE 5NIT
,ESSON 4OPIC &IGURATIVE AND LITERAL MEANING OF PROVERBS
&RAMINGHAM 0UBLIC 3CHOOL &03 ,ANGUAGE !RTS #URRICULUM
,EARNING STANDARD 3TUDENTS WILL MAKE ORAL PRESENTATIONS THAT DEMONSTRATE APPROPRIATE
CONSIDERATION OF AUDIENCE PURPOSE AND THE INFORMATION TO BE CONVEYED
,EARNING STANDARD 3TUDENTS WILL IDENTIFY THE MEANING OF COMMON IDIOMS AND lGURATIVE PHRASES
,EARNING STANDARD 3TUDENTS WILL ANALYZE SENSORY DETAILS AND lGURATIVE LANGUAGE
,EARNING STANDARD 3TUDENTS WILL ANALYZE AND EXPLAIN THE USE OF lGURATIVE LANGUAGE AS IT APPEALS
TO THE SENSES CREATES IMAGERY SUGGESTS MOOD AND SETS TONE
'UIDING 1UESTIONS
7HAT IS THE DIFFERENCE BETWEEN LITERAL MEANING AND lGURATIVE MEANING
7HAT INFORMATION IS NEEDED TO INFER THE MEANING OF PROVERBS
/BJECTIVES

5NDERSTANDING THE INTENDED MEANING OF PROVERBS AND THE DIFFERENCE BETWEEN lGURATIVE AND LITERAL
LANGUAGE

,ANGUAGE 3KILLS
6OCABULARY PROVERBIO PROVERB MORALEJA MORAL DICHO SAYING SENTIDO lGURATIVE lGURATIVE
MEANING SENTIDO LITERAL LITERAL MEANING CONTEXTO CONTEXT
'IVING AN ORAL PRESENTATION
2EPRESENTING IDEAS IN SPEECH WRITING AND ILLUSTRATION
-ATERIALS
#HART PAPER
-ARKERS AND CRAYONS
-OTIVATION !PPROXIMATELY MINUTES
4HE TEACHER ASKS THE STUDENTS TO RECALL THE DElNITION OF A PROVERB AND SOME EXAMPLES DISCUSSED
THE PREVIOUS DAY WHILE READING THE FABLES 4HE TEACHER ALSO REFERENCES THE FACT THAT THEY ARE LEARNING
ABOUT PROVERBS IN %NGLISH AS WELL AND ASKS THEM TO KEEP IN MIND ANY SIMILARITIES BETWEEN PROVERBS
THAT THEY LEARN TODAY IN 3PANISH AND PROVERBS THAT THEY EITHER ALREADY KNOW OR ARE LEARNING ABOUT IN
%NGLISH
4EACHING,EARNING !CTIVITIES !PPROXIMATELY MINUTES
4HE TEACHER DIVIDES THE CLASS INTO COOPERATIVE GROUPS AND PROVIDES EACH GROUP WITH A SENTENCE STRIP
THAT HAS AN UNKNOWN PROVERB WRITTEN ON IT 4HE TEACHER ASKS EACH GROUP TO PREDICT THE lGURATIVE
MEANING OF THAT PROVERB AND TO WRITE THE PREDICTIONS ON A PIECE OF PAPER
4HE TEACHER PROVIDES EACH GROUP WITH A SHORT STORY THAT HAS THE TARGET PROVERB EMBEDDED IN IT
AND ASKS THE STUDENTS TO READ THE STORY AND REVISE THE PREDICTION AS NEEDED
4HE TEACHER GIVES EACH GROUP THE lGURATIVE MEANING OF THEIR PROVERB SO THAT STUDENTS CAN CONlRM
THEIR PREDICTIONS 3TUDENTS THEN WORK IN THEIR GROUPS TO CREATE POSTERS THAT STATE THE PROVERB DEPICT

PICTURES WITH THE LITERAL MEANING OF THEIR PROVERB AND INCLUDE THE lGURATIVE MEANING OF THE PROVERB
AS RESTATED IN THE STUDENTS OWN WORDS
%ACH GROUP PRESENTS ITS PROVERB TO THE REST OF THE CLASS BY SHARING ITS POSTER AND DISCUSSING THE
LITERAL AND lGURATIVE MEANING OF THE PROVERB
!SSESSMENT
4HE TEACHER ASSESSES THE PRESENTATIONS WITH A RUBRIC THAT FOCUSES ON TWO AREAS THE STUDENTS ABILITY
TO CONVEY BOTH lGURATIVE AND LITERAL MEANINGS OF THEIR PROVERB AND THE QUALITY OF THE POSTERS AND
PRESENTATION 0ART OF THE ASSESSMENT RUBRIC SHOULD ADDRESS THE STUDENTS USE OF CORRECT VOCABULARY
AND THEIR ABILITY TO ORALLY PRESENT INFORMATION THAT THEY HAVE GATHERED USING CORRECT GRAMMAR
APPROPRIATE SPEECH STYLE ETC
%XTENSION
&OR HOMEWORK STUDENTS COMPARE A LIST OF 3PANISH PROVERBS DISCUSSED DURING 3PANISH LANGUAGE
ARTS AND %NGLISH PROVERBS DISCUSSED DURING %NGLISH LANGUAGE ARTS 4HEY DETERMINE WHICH HAVE DIRECT
TRANSLATIONS WHICH HAVE SIMILAR EQUIVALENTS IN MEANING BUT ARE STATED DIFFERENTLY IN EACH LANGUAGE
AND WHICH ARE UNIQUE TO EACH LANGUAGE
4EACHING THE ,ESSON
4HIS LESSON REQUIRES HIGH LEVEL COGNITIVE AND LINGUISTIC SKILLS AND IS THEREFORE APPROPRIATE FOR DUAL
LANGUAGE STUDENTS IN THE UPPER ELEMENTARY GRADES ! UNIQUE AND IMPORTANT FEATURE OF THIS UNIT IS
THAT IT IS TAUGHT IN A PARALLEL WAY IN BOTH LANGUAGES THUS PROMOTING NOT ONLY A DEEP UNDERSTANDING
OF lGURATIVE AND LITERAL MEANINGS IN EACH LANGUAGE BUT ALSO THE DEVELOPMENT OF CROSS LINGUISTIC
CONNECTIONS 4HE CONCURRENT %NGLISH LESSONS SHOULD NOT BE DIRECT TRANSLATIONS OF THE LESSONS IN
3PANISH HOWEVER SIMILAR THEMES OF lGURATIVE AND LITERAL LANGUAGE SHOULD BE EXPLORED USING %NGLISH
VOCABULARY AND CONNECTIONS SHOULD BE DRAWN BETWEEN LANGUAGE AND CULTURE JUST AS WITH THE
3PANISH PROVERBS

"ECAUSE THIS UNIT DEMANDS HIGH LEVEL SKILLS IN BOTH COGNITIVE AND LINGUISTIC DOMAINS IT IS IMPORTANT
THAT THE COOPERATIVE GROUPS BE HETEROGENEOUS WITH RESPECT TO LANGUAGE PROlCIENCY AND ACADEMIC
ABILITY 4HIS WILL HELP ENSURE THAT ALL GROUPS WILL BE ABLE TO COMPLETE THE TASK SUCCESSFULLY AND THAT ALL
INDIVIDUALS WITHIN EACH GROUP WILL PARTICIPATE AND UNDERSTAND WHAT THEY HAVE DONE
)N ADDITION BECAUSE OF THE HIGH LEVEL DEMANDS OF THIS TASK IT IS ESSENTIAL THAT THE TEACHER PROVIDE
A NUMBER OF SUPPORTS FOR STUDENT WORK &OR EXAMPLE BEGINNING THE UNIT BY READING FABLES AND
DERIVING THE MEANING OF PROVERBS FROM THOSE FABLES HELPS STUDENTS DEVELOP AN AWARENESS THAT
THE MEANING OF PROVERBS CANNOT BE INFERRED FROM THE WORDS IN THE PROVERB ALONE BUT RATHER
MUST BE DERIVED FROM CONTEXT 4HIS UNDERSTANDING THEN TRANSLATES TO THE ACTIVITIES IN THE LESSON
DESCRIBED HERE AS EACH GROUP IS GIVEN A SHORT STORY THAT PROVIDES THE CONTEXT FOR EACH PROVERB
3IMILARLY BECAUSE EACH GROUP IS REQUIRED TO CREATE A POSTER THAT INCLUDES BOTH AN ILLUSTRATION AND
AN EXPLANATION OF ITS PROVERB AND THEN TO PRESENT THIS POSTER TO THE CLASS STUDENTS IN THE CLASS
ARE ABLE TO BASE THEIR UNDERSTANDING OF EACH PROVERB ON A COMBINATION OF PICTORIAL TEXT AND ORAL
INFORMATION
&INALLY AS A WAY TO PROMOTE CROSS LINGUISTIC CONNECTIONS AND TO ALLOW CHILDREN TO USE THEIR lRST
LANGUAGE TO SOLIDIFY LEARNING IN THE SECOND LANGUAGE STUDENTS ARE PROVIDED WITH A HOMEWORK
ACTIVITY THAT REQUIRES THEM TO INTEGRATE THE KNOWLEDGE ACQUIRED IN EACH LANGUAGE BY MATCHING
ACROSS LANGUAGES IN ORDER TO DETERMINE WHICH ARE STATED SIMILARLY WHICH ARE STATED DIFFERENTLY AND
WHICH ONLY EXIST IN ONE LANGUAGE OR THE OTHER 3TUDENTS THEN CLASSIFY THE PROVERBS INTO THESE THREE
CATEGORIES AND WRITE SOME IDEAS ABOUT WHY CERTAIN PROVERBS MIGHT BE MORE UNIVERSAL AND BE STATED
SIMILARLY IN BOTH LANGUAGES WHILE OTHERS MIGHT BE LANGUAGE OR CULTURE SPECIlC AND EITHER BE STATED
DIFFERENTLY IN EACH LANGUAGE OR ONLY EXIST IN ONE LANGUAGE OR THE OTHER /PPORTUNITIES SUCH AS THESE
FOR STUDENTS TO MAKE EXPLICIT CROSS LINGUISTIC CONNECTIONS ARE ESSENTIAL IN 47) PROGRAMS

0ROVERBS ,ESSON 0LAN 3UPPLEMENTAL -ATERIALS
4HIS MUST BE POSTED IN A VISIBLE PLACE IN THE CLASSROOM
0REGUNTAS PARA GUIAR LA DISCUSIØN
z#UÉL ES LA DIFERENCIA ENTRE EL SENTIDO LITERAL Y EL SENTIDO lGURATIVO

DE UN PROVERBIO UNA MORALEJA O UN REFRÉN
z1UÏ TIPO DE INFORMACIØN SE NECESITA PARA INFERIR EL SIGNIlCADO

DE LOS PROVERBIOS DICHOS REFRANES ADAGIOS O MORALEJAS
.UESTROS OBJETIVOS DE APRENDIZAJE
!L CONCLUIR NUESTRA SERIE DE LECCIONES
.OSOTROS SABREMOS CUÉL ES EL SIGNIlCADO DE ALGUNOS REFRANES Y

LOS APLICAREMOS A SITUACIONES DIARIAS
0ODREMOS EXPLICAR EN NUESTRAS PROPIAS PALABRAS CUÉL ES LA DIFERENCIA

ENTRE EL SENTIDO LITERAL Y EL SENTIDO lGURATIVO DE UN REFRÉN

"OOKS USED FOR THE 0ROVERBS ,ESSON
0ART ) OF THE LESSON
4HE TEACHER READS THIS SHORT STORY TO THE CLASS 4HEN THE TEACHER READS THE 3PANISH PROVERB AND
HAS THE CLASS REmECT ON LITERAL VS lGURATIVE MEANING OF THE PROVERB
6ALERI - %UGENIA %L 0EZ DE /RO 4HE STORY ABOUT A POOR lSHERMAN WHO ENCOUNTERS A
MAGIC lSH 4HE MAGIC GOLDlSH GRANTS HIM MANY WISHES BUT ALL IS UNDONE BY HIS WIFES GREED
0ROVERB h,A AMBICIØN ROMPE EL SACOv
!FTER THE CLASS DISCUSSES THE PROVERB THE TEACHER PROVIDES SEVERAL EXAMPLES WHERE PROVERBS ARE
USED %ACH PAIR OF STUDENTS RECEIVES A COPY OF A FABLE TAKEN FROM THE FOLLOWING BOOK 3TUDENTS TASK
IS TO INFER THE lGURATIVE MEANING OF THE PROVERB STORY BASED ON THE FABLE THEY READ
,OBEL !RNOLD &ÉBULAS %DICIONES !LFAGUARA 4HIS A COLLECTION OF ORIGINAL FABLES
/THER USEFUL TITLES
!LVARENGA #IRIACO 2EFRANES "OMBAS $ICHOS

$ICHOS )MPRESOS !LVARENGA 3AN 3ALVADOR
"RAVO 6ILLASANTE #ARMEN &ÉBULAS %SPA×OLAS

%SPA×OLAS -ONTENA -ADRID
'ONZALEZ 2ALFKA -I 0RIMER ,IBRO DE $ICHOS #HILDRENS "OOK 0RESS 3AN &RANCISCO

3PANISH 0ROVERBS
.O MONTES EL CABALLO ANTES DE ENSILLARLO
-AS VALE PÉJARO EN MANO QUE CIEN VOLANDO
!GUA QUE NO HAS DE BEBER DÏJALA CORRER
#UANDO EL RÓO SUENA PIEDRAS LLEVA
! CABALLO REGALADO NO SE LE MIRA EL DIENTE
#AMARØN QUE SE DUERME SE LO LLEVA LA CORRIENTE
3OLDADO ADVERTIDO NO MUERE EN GUERRA
'UERRA AVISADA NO MATA GENTE
.O MATES LA GALLINA DE LOS HUEVOS DE ORO
%N BOCA CERRADA NO ENTRAN MOSCAS
.OTE TO TEACHER 4HE CONTENT VOCABULARY FOR THIS LESSON MUST BE PLACED
IN A WORD WALL 4HE TEACHER SHOULD REFERENCE THESE WORDS DURING THE
LESSON AND ENCOURAGE THE STUDENTS TO USE THEM
-ORALEJA
0ROVERBIO
$ICHO
3ENTIDO lGURATIVO
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CONTEXTO

z0OR QUÏ NO ME DAN ALGO NUEVO
$URANTE TODO EL MES DE DICIEMBRE #ARL LES DECÓA A SUS PAPÉS QUE QUERÓA UNA BICICLETA
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LO QUE LE QUISIERAN REGALAR ,OS PADRES DE LOS DOS NI×OS LE DECÓAN QUE NO LES ALCANZARÓA EL
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#UANDO LLEGØ EL DÓA DE .AVIDAD #ARL ENCONTRØ UNA BICICLETA PARA ÏL JUNTO AL ÉRBOL DE
.AVIDAD PERO LA BICICLETA NO ERA NUEVA ASÓ QUE #ARL SE PUSO A REFUNFU×AR h#ØMO
ERA POSIBLE QUE ÏL TENÓA UNA BICI USADAv Y LA TIRØ AL PISO -IENTRAS TANTO SU HERMANO
4HOMÉS ESTABA FELIZ CON UNA BOLSA LLENA DE LIBROS USADOS #UANDO LOS PADRES DE #ARL
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%L INMEDIATAMENTE RESPONDIØ hPOR SUPUESTOv Y SE MONTØ EN ELLA
%N ESE MOMENTO #ARL DECIDIØ QUE SÓ QUERÓA LA BICI DESPUÏS DE TODO PERO YA ERA MUY
TARDE 3US PADRES HABÓAN DECIDIDO QUE LA BICI SERÓA PARA 4HOMAS
z1UÏ APRENDIØ #ARL ESE DÓA DE .AVIDAD
! CABALLO REGALADO NO SE LE MIRA EL DIENTE
&ORTUNA )NALCANZABLE
%SCRITO POR -ARLENY 0ERDOMO
-I TÓO 0EPE ESTUVO EN EL PROGRAMA DE $ON &RANCISCO ESTE VERANO %STANDO ALLÓ TUVO LA
OPORTUNIDAD DE PARTICIPAR EN EL CONCURSO h#UANTO ATRAPAS TANTO GANASv %STE ES UN
CONCURSO QUE CONSISTE EN QUE UNA PERSONA SE METE DENTRO DE UNA MÉQUINA LLENA DE
MUCHOS DØLARES ,A MÉQUINA EMPIEZA A SOPLAR BILLETES DE DIFERENTES DENOMINACIONES Y
LA PERSONA TIENE UN MINUTO PARA ATRAPAR TODO EL DINERO QUE PUEDA Y LLEVÉRSELO A SU CASA
0ERO CUANDO LA MÉQUINA PARA DE SOPLAR LA PERSONA NO PUEDE RECOGER MÉS DINERO
-E CUENTA MI TÓO QUE CUANDO ENCENDIERON LA MÉQUINA Y EL DINERO EMPEZØ A VOLAR

ALREDEDOR SUYO ÏL SE AFANØ POR ATRAPAR TODOS LOS BILLETES QUE PUDO Y LLEGØ A ATRAPAR
MUCHOS ESPECIALMENTE LOS DE DØLAR $E REPENTE A MI TÓO LE PARECIØ VER MUCHOS
BILLETES DE Y SOLTØ LOS QUE TENÓA YA EN SU MANO PARA ATRAPAR ESOS PERO EN ESE
MOMENTO SONØ UN TIMBRE INDICANDO QUE SE HABÓA TERMINADO SU TIEMPO #UANDO LA
MÉQUINA PARØ DE FUNCIONAR MI TÓO SE MIRØ LAS MANOS Y QUEDØ PERPLEJO AL DARSE CUENTA
QUE SE HABÓA QUEDADO SIN NADA
z! QUÏ CONCLUSIØN HABRÉ LLEGADO MI TÓO 0EPE ESE DÓA
-ÉS VALE PÉJARO EN MANO QUE CIEN VOLANDO

3TUDY 'UIDE #,!332//- ).3425#4)/.
#,!332//- ).3425#4)/. 3TUDY 'UIDE
) ).42/$5#4)/.
4EACHERS MAY WANT TO USE THE 4WO 7AY )MMERSION 4OOLKIT IN TEACHER STUDY GROUPS TO EXPLORE WAYS
IN WHICH THEY CAN IMPROVE THEIR DUAL LANGUAGE PROGRAM 4HIS GUIDE IS INTENDED TO SUPPORT STUDY
GROUP MEMBERS AS THEY CRITIQUE THEIR PRACTICES AND INQUIRE TOGETHER IN ORDER TO DEEPEN THEIR
UNDERSTANDING OF TWO WAY IMMERSION EDUCATION AND TO IMPROVE THEIR TEACHING PRACTICE 3ECTION
)) DESCRIBES HOW FACILITATORS CAN USE THE GUIDE TO PLAN AND LEAD STUDY GROUPS !T THE CORE OF THE
GUIDE ARE 3ECTION ))) DISCUSSION QUESTIONS ADDRESSING MAJOR ISSUES IN TWO WAY IMMERSION EDUCATION
AS RAISED IN THE TWO QUESTION AND ANSWER DOCUMENTS AND SIX MODEL LESSON PLANS AND 3ECTION )6
A SAMPLE OUTLINE FOR A HOUR STUDY GROUP SESSION ON LANGUAGE AND LITERACY DEVELOPMENT 3ECTION
6 PROVIDES SUPPLEMENTARY MATERIALS INCLUDING GUIDELINES FOR DISCUSSING PROFESSIONAL LITERATURE AND
GUIDELINES FOR FORMING AND FACILITATING A STUDY GROUP
)) (/7 4/ 53% 4()3 345$9 '5)$%

4HIS GUIDE IS DESIGNED FOR USE IN SCHOOL BASED TEACHER STUDY GROUPS THAT MEET REGULARLY TO DISCUSS
ISSUES AND SHARE EXPERIENCES IN TWO WAY IMMERSION EDUCATION
3TUDY GROUPS FUNCTION DEMOCRATICALLY 3ESSIONS CAN BE LED BY GROUP MEMBERS EACH ONE TAKING A
TURN OR BY A MEMBER WHO IS A SKILLED FACILITATOR &ACILITATORS WILL lND IDEAS FOR PLANNING SESSIONS IN
THE SUGGESTED DISCUSSION QUESTIONS 3ECTION ))) AND THE SAMPLE OUTLINE FOR A SESSION 3ECTION )6
&OR FURTHER INFORMATION ON FORMING AND FACILITATING A STUDY GROUP SEE h'UIDELINES FOR 3TARTING A
3TUDY 'ROUPv IN 3ECTION 6
))) $)3#533)/. 15%34)/.3

4HE FOLLOWING QUESTIONS ARE DESIGNED TO STIMULATE DISCUSSION IN STUDY GROUPS EXPLORING TWO WAY
IMMERSION EDUCATION THROUGH THE USE OF THREE 4OOLKIT RESOURCES h#LASSROOM )NSTRUCTION 1UESTIONS
AND !NSWERSv h0ARENTS 1UESTIONS ABOUT 4WO 7AY 0ROGRAMSv AND h-ODEL ,ESSON 0LANSv
&ACILITATORS SHOULD SELECT THOSE QUESTIONS ARE MOST INTERESTING TO THE GROUP

#,!332//- ).3425#4)/. 3TUDY 'UIDE
#LASSROOM )NSTRUCTION 1UESTIONS AND !NSWERS
,ANGUAGE AND ,ITERACY $EVELOPMENT
0RE 2EADING $ISCUSSION
7HAT QUESTIONS ABOUT LANGUAGE AND LITERACY DEVELOPMENT DO YOU BELIEVE ARE LIKELY TO BE ASKED
BY PRACTITIONERS IN NEW TWO WAY IMMERSION PROGRAMS 7HAT ARE YOUR EXPERIENCES WITH THE ISSUES
RAISED BY THOSE QUESTIONS
7HAT ARE THE MOST IMPORTANT ISSUES IN LANGUAGE AND LITERACY DEVELOPMENT IN YOUR PROGRAM
0OST 2EADING $ISCUSSION
)S THERE A PLACE IN THE TWO WAY IMMERSION CLASSROOM FOR TRANSLATING INFORMATION INTO THE STUDENTS
lRST LANGUAGE $O ALL GROUP MEMBERS AGREE
)F TEACHERS DONT TRANSLATE WHAT ELSE CAN THEY DO TO ENSURE STUDENT COMPREHENSION
7HAT ARE SOME OF THE THINGS TEACHERS CAN DO TO GET STUDENTS TO USE THEIR SECOND LANGUAGE RIGHT
AWAY )N YOUR CLASSROOM HOW DO YOU ENCOURAGE STUDENTS TO USE THE LANGUAGE OF INSTRUCTION AND
TAKE RISKS WITH IT
4EACHERS USED TO BELIEVE THAT AN ERROR IN LANGUAGE PRODUCTION SHOULD BE CORRECTED RIGHT AWAY
7HAT IS THE CURRENT THINKING )S THERE ANY PLACE IN THE CLASSROOM FOR ERROR CORRECTION 7HEN DO YOU
CORRECT A STUDENTS ERRORS IN YOUR CLASSROOM
#ONSIDER THIS STATEMENT WHICH APPEARS IN THE READING h! GENERAL PRINCIPLE OF LANGUAGE TEACHING
TODAY IS TO PROVIDE STUDENTS WITH LANGUAGE THEY CAN UNDERSTAND AND OPPORTUNITIES TO USE AND
PRACTICE THAT LANGUAGEv !CCORDING TO THE READING WHAT SPECIlC STRATEGIES PUT THIS PRINCIPLE INTO
PRACTICE 7HAT STRATEGIES HAVE YOU FOUND EFFECTIVE 7HAT HAVE YOU TRIED THAT DIDNT WORK AND WHAT
DID YOU DO ABOUT THAT
7HAT ARE THE DIFFERENT WAYS FOR COMBINING STUDENTS FOR SMALL GROUP WORK IN A TWO WAY
IMMERSION CLASSROOM )N YOUR CLASSROOM HOW DO YOU DECIDE WHICH GROUPINGS TO USE
4WO WAY IMMERSION TEACHERS WORK WITH STUDENTS WHO ARE AT VERY DIFFERENT LEVELS OF LANGUAGE
PROlCIENCY (OW CAN A TEACHER CHALLENGE NATIVE SPEAKERS WHILE KEEPING THE LANGUAGE LEVEL

3TUDY 'UIDE #,!332//- ).3425#4)/.
MANAGEABLE FOR SECOND LANGUAGE LEARNERS 7HAT CAN YOU ADD FROM YOUR EXPERIENCE ABOUT WAYS TO
SUPPORT LANGUAGE AND CONTENT AREA LEARNING FOR STUDENTS AT ALL PROlCIENCY LEVELS
!CCORDING TO THIS READING STUDENTS AT LOWER LEVELS OF PROlCIENCY CAN LEARN CHALLENGING NEW
ACADEMIC CONTENT 7HAT HAS BEEN YOUR EXPERIENCE TEACHING ACADEMIC CONTENT TO STUDENTS WITH
LESS LANGUAGE PROlCIENCY !RE GROUP MEMBERS CURRENTLY EXPERIMENTING WITH NEW TECHNIQUES FOR
SHELTERING INSTRUCTION
%XPLAIN THIS STATEMENT h)N TWO WAY IMMERSION PROGRAMS IT IS ESSENTIAL THAT INSTRUCTION BE
DESIGNED TO ENCOURAGE THE TRANSFER OF SKILLS STRATEGIES AND KNOWLEDGE ACROSS LANGUAGESv 7HAT DOES
YOUR PROGRAM DO TO ENCOURAGE TRANSFER AND HOW DO INDIVIDUAL MEMBERS OF THE GROUP ADDRESS THIS
&OR A NATIVE 3PANISH SPEAKER WHO CAN READ AND WRITE IN 3PANISH WHAT SKILLS AND CONCEPTS WOULD
SHE BRING FROM HER lRST LANGUAGE TO HER STUDY OF %NGLISH 7HAT SKILLS AND CONCEPTS WOULD SHE HAVE
TO LEARN FOR THE lRST TIME 7HAT ABOUT A STUDENT WHOSE lRST LANGUAGE IS #HINESE )F GROUP MEMBERS
HAVE FACED THESE QUESTIONS IN THEIR CLASSROOMS TALK ABOUT WHAT THEY HAVE LEARNED FROM WORKING
WITH SPECIlC STUDENTS
0OST 2EADING 7RAP 5P
'O BACK TO YOUR PREDICTIONS ABOUT TEACHERS QUESTIONS $ID THEY ASK THE QUESTIONS YOU PREDICTED
7ERE THE ANSWERS TO THE QUESTIONS DIFFERENT FROM THOSE YOU EXPECTED (OW
!RE THERE ISSUES IN YOUR SCHOOL THAT WERENT RAISED IN THE QUESTIONS 7HAT ARE THEY (OW WILL
YOU lND EXPERT HELP TO ADDRESS THEM
!S A RESULT OF READING THE MATERIAL WHAT NEW QUESTIONS DO YOU HAVE ABOUT LANGUAGE AND LITERACY
DEVELOPMENT IN TWO WAY IMMERSION PROGRAMS
7HAT NEXT STEPS DO YOU WANT TO TAKE TO IMPROVE LANGUAGE AND LITERACY INSTRUCTION IN YOUR
PROGRAM 7HAT ADDITIONAL INFORMATION DO YOU NEED AND HOW CAN YOU GET IT (OW CAN YOU PLAN
FOR IMPROVEMENT AND IMPLEMENT THE PLAN

#,!332//- ).3425#4)/. 3TUDY 'UIDE
7HAT QUESTIONS ABOUT DEVELOPING CROSS CULTURAL COMPETENCE DO YOU BELIEVE ARE LIKELY TO BE
ASKED BY PRACTITIONERS IN NEW TWO WAY IMMERSION PROGRAMS 7HAT ARE YOUR EXPERIENCES WITH THE
ISSUES RAISED BY THOSE QUESTIONS
)N TEACHING CROSS CULTURAL COMPETENCE IN YOUR SCHOOL WHAT ARE THE MOST IMPORTANT ISSUES
3OMETIMES TEACHING ABOUT CULTURES OFTEN FOCUSES ON HEROES AND HOLIDAYS "UT CLEARLY THERE IS
MORE TO TEACHING ABOUT CULTURE THAN THAT (OW DO YOU TEACH ABOUT CULTURE IN YOUR CLASSROOM
/NE GOAL OF TWO WAY IMMERSION PROGRAMS IS TO HELP LEARNERS BECOME CULTURALLY mEXIBLE AND
SAVVY (OW CAN TEACHERS ACHIEVE THIS GOAL ACCORDING TO THE READING MATERIAL )N YOUR OWN TEACHING
ARE THERE STRATEGIES OTHER THAN THOSE MENTIONED IN THE READING THAT YOU HAVE FOUND USEFUL
!CCORDING TO THE READING MATERIAL h4EACHERS SHOULD CONCENTRATE AS MUCH IF NOT MORE ON VALUES
NORMS AND PERSPECTIVES OF THE PARTNER LANGUAGE CULTURES AS WELL AS THOSE OF OTHER CULTURES
PARTICULARLY IF THEY ARE REPRESENTED IN THE CLASSROOM AS THEY DO ON VISIBLE CULTURAL PRACTICES SUCH AS
HOLIDAYS FOODS MUSIC AND DANCEv 7HY IS THE FOCUS ON VALUES NORMS AND PERSPECTIVES IMPORTANT
7HAT STRATEGIES HAVE YOU USED EFFECTIVELY TO EXPLORE VALUES
7ERE THE ANSWERS TO THE QUESTIONS DIFFERENT FROM WHAT YOU EXPECTED (OW
7HICH OF THE ISSUES RAISED IN THIS SECTION ARE MOST IMPORTANT TO YOU AND YOUR SCHOOL !RE THERE
ISSUES IN YOUR SCHOOL THAT WERENT RAISED IN THE QUESTIONS (OW COULD YOU ADDRESS THEM IF YOU
DECIDE TO DO SO
!S A RESULT OF READING THE MATERIAL WHAT NEW QUESTIONS DO YOU HAVE ABOUT TEACHING CULTURAL
COMPETENCE IN TWO WAY IMMERSION PROGRAMS

3TUDY 'UIDE #,!332//- ).3425#4)/.
7HAT NEXT STEPS DO YOU WANT TO TAKE TO IMPROVE THE TEACHING OF CULTURAL COMPETENCE IN YOUR
PROGRAM 7HAT ADDITIONAL INFORMATION DO YOU NEED AND HOW CAN YOU GET IT (OW CAN YOU PLAN
FOR IMPROVEMENT AND IMPLEMENT THE PLAN
!SSESSMENT
7HAT QUESTIONS ABOUT ASSESSMENT DO YOU BELIEVE ARE LIKELY TO BE ASKED BY PRACTITIONERS IN
NEW TWO WAY IMMERSION PROGRAMS 7HAT ARE YOUR EXPERIENCES WITH THE ISSUES RAISED BY THOSE
QUESTIONS
7HAT ARE THE MOST IMPORTANT ASSESSMENT ISSUES IN YOUR PROGRAM
!CCORDING TO THE READING h)N TWO WAY CLASSROOMS AS IN ALL SECOND LANGUAGE LEARNING
ENVIRONMENTS IT IS VERY HARD TO DISTINGUISH BETWEEN LANGUAGE PROlCIENCY AND CONTENT KNOWLEDGE AS
LANGUAGE IS ALWAYS INVOLVED IN CONVEYING INFORMATIONv )N YOUR EXPERIENCE HOW CAN TEACHERS TEASE
APART LANGUAGE AND ACADEMIC CONTENT PERFORMANCE
)N YOUR EXPERIENCE WHAT ARE SOME SPECIlC ASSESSMENT TECHNIQUES THAT WORK WELL IN TWO WAY
PROGRAMS )N WHAT WAYS ARE THEY PARTICULAR TO TWO WAY INSTRUCTION
!S A RESULT OF READING THE MATERIAL WHAT NEW QUESTIONS DO YOU HAVE ABOUT ASSESSMENT IN TWO
WAY IMMERSION PROGRAMS
7HAT NEXT STEPS DO YOU NEED TO TAKE TO IMPROVE ASSESSMENT IN YOUR TWO WAY IMMERSION
PROGRAM

#,!332//- ).3425#4)/. 3TUDY 'UIDE
0RE 2EADING
7HAT QUESTIONS ABOUT SUPPORTING SPECIAL STUDENT POPULATIONS DO YOU BELIEVE ARE LIKELY TO BE
ASKED BY PRACTITIONERS IN NEW TWO WAY IMMERSION PROGRAMS 7HAT ARE YOUR EXPERIENCES WITH THE
ISSUES RAISED BY THOSE QUESTIONS
)N MEETING THE NEEDS OF SPECIAL STUDENT POPULATIONS WHAT ARE THE MOST IMPORTANT ISSUES IN YOUR
PROGRAM
4HERE ARE THOSE WHO CLAIM THAT TWO WAY IMMERSION PROGRAMS ARE NOT APPROPRIATE FOR STUDENTS
WITH SPECIAL NEEDS $O YOU THINK THIS SECTION WILL SUPPORT THAT VIEW
(OW CAN TEACHERS TELL WHETHER A STUDENT IS HAVING PROBLEMS BECAUSE OF A LEARNING DISABILITY OR A
TEMPORARY SECOND LANGUAGE LEARNING DIFlCULTY
!CCORDING TO THE READING h4WO WAY PROGRAMS CAN BE SEEN AS IDEAL PLACEMENTS FOR SPECIAL NEEDS
STUDENTSv 7HAT IS THE BASIS FOR THIS STATEMENT $O YOU AGREE WITH IT
7HAT ARE SOME OF THE STRATEGIES TWO WAY PROGRAMS CAN USE TO SUPPORT SPECIAL NEEDS STUDENTS
ACCORDING TO THE READING (OW DOES YOUR SCHOOL ATTEMPT TO MEET THE NEEDS OF THIS POPULATION )S
THERE A NEED TO RElNE THIS APPROACH
ISSUES IN YOUR SCHOOL THAT WERENT RAISED IN THE QUESTIONS 7HAT ARE THEY
!S A RESULT OF READING THE MATERIAL WHAT NEW QUESTIONS DO YOU HAVE ABOUT SPECIAL NEEDS STUDENTS
IN TWO WAY IMMERSION PROGRAMS
7HAT NEXT STEPS DO YOU NEED TO TAKE TO IMPROVE INSTRUCTION FOR SPECIAL NEEDS STUDENTS IN YOUR
TWO WAY IMMERSION PROGRAM

3TUDY 'UIDE #,!332//- ).3425#4)/.
4EACHER 3UPPORTS
7HAT QUESTIONS ABOUT TEACHER SUPPORTS DO YOU BELIEVE ARE LIKELY TO BE ASKED BY PRACTITIONERS
IN NEW TWO WAY IMMERSION PROGRAMS 7HAT ARE YOUR EXPERIENCES WITH THE ISSUES RAISED BY THOSE
QUESTIONS
(OW DO YOU EXPECT THE QUESTIONS WILL BE ANSWERED
7HAT ARE THE MOST IMPORTANT TEACHER SUPPORT ISSUES IN YOUR PROGRAM
7HY IS TEACHER SUPPORT AN ESPECIALLY IMPORTANT ISSUE IN TWO WAY IMMERSION PROGRAMS
7HAT SKILLS AND ATTITUDES DO TWO WAY IMMERSION TEACHERS NEED ACCORDING TO THE READING AND
YOUR OWN EXPERIENCE
(OW SHOULD TEACHERS BE PREPARED FOR TEACHING IN TWO WAY IMMERSION PROGRAMS
(OW CAN A PROGRAM PROVIDE SUPPORT TO A NEW TEACHER )S THERE A NEED TO MODIFY THE MEANS THAT
YOUR SCHOOL USES TO SUPPORT NEW TEACHERS 7HAT ROLE DO YOU PLAY NOW IN SUPPORTING NEW TEACHERS
AND IS THAT EFFECTIVE (OW MIGHT IT BE MADE BETTER
ISSUES IN YOUR SCHOOL THAT WERENT RAISED 7HAT ARE THEY
!S A RESULT OF READING THE MATERIAL WHAT NEW QUESTIONS DO YOU HAVE ABOUT TEACHER SUPPORTS IN
TWO WAY IMMERSION PROGRAMS
7HAT NEXT STEPS DO YOU NEED TO TAKE TO IMPROVE ASSESSMENT IN YOUR TWO WAY IMMERSION
PROGRAM

#,!332//- ).3425#4)/. 3TUDY 'UIDE
0ARENTS 1UESTIONS !BOUT 4WO 7AY 0ROGRAMS
7HAT MAJOR QUESTIONS AND CONCERNS HAVE PARENTS PRESENTED TO YOU 4ALK ABOUT HOW YOU
RESPOND TO PARENTS $OES EVERYONE AGREE
7HAT ARE THE CRITICAL PARENT INVOLVEMENT ISSUES THAT YOUR PROGRAM FACES
!CCORDING TO THE READING WHAT ARE THE ADVANTAGES OF TWO WAY IMMERSION PROGRAMS FOR %NGLISH
LANGUAGE LEARNERS &OR NATIVE %NGLISH SPEAKERS $OES THIS MATCH THE EXPERIENCE IN YOUR SCHOOL AND
COMMUNITY 7HAT DO YOU TELL PARENTS ABOUT THE ADVANTAGES OF TWO WAY IMMERSION PROGRAMS
(OW DO STUDENTS IN TWO WAY IMMERSION PROGRAMS COMPARE ACADEMICALLY WITH STUDENTS IN OTHER
PROGRAMS ACCORDING TO THE READING (OW DO THEY COMPARE IN YOUR SCHOOL OR DISTRICT )F THIS IS AN
ISSUE IN YOUR SCHOOL OR DISTRICT HOW ARE YOU HANDLING IT $O YOU NEED TO MAKE CHANGES
(OW CAN PARENTS SUPPORT TWO WAY IMMERSION PROGRAMS ACCORDING TO THE READING 7HAT HAS
YOUR PROGRAM DONE TO ENCOURAGE PARENT AND COMMUNITY SUPPORT )F YOU ARE NOT SATISlED WITH THE
RELATIONSHIP BETWEEN YOUR PROGRAM AND THE PARENTS HOW MIGHT YOU USE IDEAS FROM THE READING TO
MAKE CHANGES
'O BACK TO YOUR PREDICTIONS ABOUT PARENTS QUESTIONS $ID THEY ASK THE QUESTIONS YOU PREDICTED
7HICH OF THE ISSUES RAISED IN THIS SECTION ARE MOST IMPORTANT TO YOU AND YOUR SCHOOL !RE
THERE ISSUES IN YOUR SCHOOL THAT WERENT RAISED IN THE READING 7HAT ARE THEY AND HOW CAN THEY BE
ADDRESSED
7HAT NEXT STEPS DO YOU NEED TO TAKE TO IMPROVE YOUR PROGRAMS CONNECTION TO PARENTS AND
COMMUNITY

3TUDY 'UIDE #,!332//- ).3425#4)/.
5NIT AND ,ESSON 0LANS
7HAT ARE YOUR EXPERIENCES DESIGNING IMPLEMENTING AND ASSESSING TWO WAY IMMERSION UNITS AND
LESSONS TO MAKE SURE THAT THEY ARE APPROPRIATE FOR YOUR PROGRAM 7HAT SUCCESSES AND CHALLENGES
HAVE YOU FACED (OW HAVE YOU DEALT WITH ANY BARRIERS TO SUCCESS
7HICH ONE OR TWO UNIT AND LESSON PLANS WOULD BE MOST VALUABLE FOR THE GROUP TO READ AND
DISCUSS TOGETHER
$ISCUSS THE BASIC STRUCTURE OF THE UNIT AND LESSON PLANS 7HAT REASONS CAN YOU SUGGEST FOR
INCLUDING EACH OF THE COMPONENTS
)N WHAT SPECIlC WAYS DOES THE UNITLESSON PLAN YOU CHOSE TO DISCUSS TAKE INTO ACCOUNT THE NEEDS
OF BOTH lRST AND SECOND LANGUAGE LEARNERS
(OW DOES THE UNITLESSON PLAN STRUCTURE AND SUPPORT THE USE OF ACADEMIC LANGUAGE IN THE
CLASSROOM
(OW DOES THE UNITLESSON PLAN INTEGRATE CULTURE INTO THE UNITLESSON
7HY ARE THE STUDENTS GROUPED AS THEY ARE FOR VARIOUS ACTIVITIES )S THAT THE ONLY POSSIBILITY FOR
GROUPING 7HAT WOULD BE THE EFFECT OF A DIFFERENT ARRANGEMENT
7HAT NEW QUESTIONS OR OBSERVATIONS DO YOU HAVE ABOUT DESIGNING AND IMPLEMENTING UNITS AND
LESSONS FOR THE TWO WAY IMMERSION CLASSROOM
(OW MIGHT YOU APPLY WHAT YOU LEARNED DURING DISCUSSION TO IMPROVE HOW LESSONS AND UNITS ARE
DESIGNED AND IMPLEMENTED IN YOUR PROGRAM

#,!332//- ).3425#4)/. 3TUDY 'UIDE
)6 3!-0,% /54,).% &/2 345$9 '2/50 3%33)/.3
4HE PRECEDING SECTION LISTED SOME QUESTIONS THAT A STUDY GROUP MIGHT PURSUE 4HIS SECTION PRESENTS
A SAMPLE OUTLINE FOR A HOUR STUDY GROUP SESSION EXPLORING THE LANGUAGE DEVELOPMENT AND LITERACY
INSTRUCTION SECTIONS OF h#LASSROOM )NSTRUCTION 1UESTIONS AND !NSWERSv 4HE OUTLINE IS OFFERED ONLY
AS A SUGGESTION FOR THE FACILITATOR RATHER THAN A PROTOCOL TO BE FOLLOWED
4OPIC ,ANGUAGE AND ,ITERACY $EVELOPMENT
$URATION HOURS
/BJECTIVES
#OMPARE VIEWS AND EXPERIENCES ABOUT LANGUAGE AND LITERACY TEACHING IN TWO WAY IMMERSION
PROGRAMS
2AISE QUESTIONS FOR FURTHER EXPLORATION ABOUT LANGUAGE AND LITERACY TEACHING IN TWO WAY PROGRAMS
IMMERSION
0LAN FOLLOW UP
0RE 2EADING MINUTES
"EGIN THE SESSION BY TELLING GROUP MEMBERS THAT THEY WILL BE READING A SERIES OF QUESTIONS AND
ANSWERS ABOUT TEACHING LANGUAGE AND LITERACY IN TWO WAY IMMERSION PROGRAMS
'IVE THE GROUP ANY BACKGROUND INFORMATION THEY MAY NEED ABOUT THE READING MATERIAL AND THE
4OOLKIT
!SK THE MEMBERS WHAT QUESTIONS THEY EXPECT TO BE POSED IN THE READINGS
!SK MEMBERS ABOUT THEIR EXPERIENCES WITH THESE ISSUES
2EADING MINUTES
(AVE GROUP MEMBERS READ THE LANGUAGE DEVELOPMENT AND LITERACY INSTRUCTION SECTIONS OF THE
1! DOCUMENT FOR CLASSROOM INSTRUCTION

3TUDY 'UIDE #,!332//- ).3425#4)/.
0OST 2EADING $ISCUSSION MINUTES
!SK THE GROUP WHICH OF THE ISSUES ADDRESSED IN THESE SECTIONS PERTAIN TO THEM AND THEIR PROGRAM
,IST THE TOPICS ON CHART PAPER
(AVE THE GROUP CHOOSE THE FOUR MOST IMPORTANT TOPICS
$IVIDE THE GROUP INTO FOUR GROUPS BY TOPIC !SK EACH GROUP TO DISCUSS ITS TOPIC IN TERMS OF FOUR
QUESTIONS
s 7HAT DOES THE READING HAVE TO SAY ON THE TOPIC
s $O YOU AGREE WITH THE READING 7HAT IS YOUR EVIDENCE IN SUPPORT OF YOUR OPINION
s (OW HAVE YOU DEALT WITH THIS ISSUE IN YOUR PROGRAM
s !RE THERE ANY ADDITIONAL ISSUES RELATED TO THIS TOPIC THAT THE WHOLE GROUP SHOULD EXPLORE
(AVE EACH GROUP CHOOSE A NOTE TAKER WHO WILL REPORT BACK TO THE WHOLE GROUP
)N THE LARGE GROUP HAVE EACH NOTE TAKER REPORT ON THE SMALL GROUP DISCUSSION IN TERMS OF THE FOUR
QUESTIONS !S FACILITATOR RECORD THE RESULTS ON CHART PAPER )N PARTICULAR NOTE ADDITIONAL QUESTIONS TO
BE EXPLORED
!SK THE LARGE GROUP FOR QUESTIONS AND REACTIONS &ACILITATE ANY DISCUSSION THAT FOLLOWS
&OLLOW 5P !CTIVITY 3UGGESTIONS FOR THE .EXT 3TUDY 'ROUP -EETING MINUTES
!S A GROUP DECIDE THE ACTIVITIES FOR THE NEXT STUDY GROUP MEETING !SK THE GROUP WHETHER THEY
NEED TO PLAN FOLLOW UP TO THIS DISCUSSION $O THEY WANT TO GET MORE INFORMATION )F SO WHO WILL lND
IT AND WHERE WILL IT BE FOUND (OW WILL THE INFORMATION BE USED BY THE GROUP
)F MEMBERS WANT TO FURTHER EXPLORE ADDITIONAL QUESTIONS AND ISSUES THE GROUP CAN SELECT TEXTS
FOR GROUP DISCUSSION TEXTS FROM EITHER THE ADDITIONAL RESOURCES SECTIONS IN THE 4OOLKIT OR FROM
OTHER SOURCES &OR GUIDELINES FOR READING AND DISCUSSING PROFESSIONAL LITERATURE IN STUDY GROUPS SEE
h'UIDELINES FOR $ISCUSSING 0ROFESSIONAL ,ITERATUREv IN 3ECTION 6
)F APPROPRIATE ASK FOR A VOLUNTEER FACILITATOR FOR THE NEXT MEETING

#,!332//- ).3425#4)/. 3TUDY 'UIDE
6 3500,%-%.4!29 -!4%2)!,3
'UIDELINES FOR 3TARTING A 3TUDY 'ROUP
s 'ROUPS INCLUDE TO MEMBERS
s 4HEY ARE SCHOOL BASED OR THEY BRING TOGETHER TEACHERS FROM PARTNER SCHOOLS
s 'ROUPS MEET FREQUENTLY EG TWICE A MONTH FOR TWO HOURS
s 'ROUPS ARE OPEN TO ALL TEACHERS IN THE PROGRAM AND OTHERS WHO WANT TO SUPPORT IT
s -EMBERSHIP IN THE GROUP IS VOLUNTARY BUT STRONG INCENTIVES ARE OFFERED
s 4O HELP MEMBERS MAKE THE TRANSITION FROM TRADITIONAL PROFESSIONAL DEVELOPMENT

EXPERIENCES INITIAL STUDY GROUP MEETINGS FOCUS ON DEVELOPING GROUP NORMS AND
DISCUSSING EXPECTATIONS
s ,EADERSHIP AND ACCOUNTABILITY ARE SHARED AND SESSIONS ARE INTERACTIVE !LL MEMBERS ARE
RESPONSIBLE FOR PREPARING FOR MEETINGS ATTENDING EACH ONE CONTRIBUTING TO ACTIVITIES AND
TAKING TURNS FACILITATING THE WORK IF THE GROUP DECIDES TO ORGANIZE THEMSELVES IN THAT WAY
s 'ROUP PROCESS IS DEMOCRATIC 'ROUP MEMBERS ARE RESPONSIBLE FOR VOICING CONCERNS AND
PROPOSING SOLUTIONS
s 'ROUP MEMBERS BUILD KNOWLEDGE ABOUT TWO WAY IMMERSION USING PROFESSIONAL LITERATURE
AND EVIDENCE FROM THEIR OWN PRACTICE 'ROUP MEMBERS DElNE AREAS FOR WHICH THEY MAY
NEED TO CONTRACT OUTSIDE PROFESSIONAL DEVELOPMENT PROVIDERS
s 4HE GROUP USES SUSTAINABLE LEARNING STRATEGIES THAT ARE TIED TO ESSENTIAL DIMENSIONS OF
APPROPRIATE INSTRUCTION FOR DIVERSE STUDENTS 0RODUCTIVE STRATEGIES INCLUDE BUT ARE NOT
LIMITED TO EXAMINING STUDENT WORK CAREFULLY OBSERVING CLASSROOM PRACTICE AND READING
AND DISCUSSING PROFESSIONAL LITERATURE

3TUDY 'UIDE #,!332//- ).3425#4)/.
'UIDELINES FOR $ISCUSSING 0ROFESSIONAL ,ITERATURE
'ETTING 3TARTED
s 3ELECT A BOOK ARTICLE OR OTHER RESOURCE THAT HAS BROAD APPEAL TO THE GROUP #ANDIDATES
CAN BE FOUND IN ASSOCIATION NEWSLETTERS PROFESSIONAL JOURNALS %DUCATION 7EEK BOOK
REVIEWS OR THE )NTERNET !NY GROUP MEMBER MAY SUGGEST OR SELECT A BOOK
s )F POSSIBLE BRING POTENTIAL BOOKS OR ARTICLES TO THE STUDY GROUP SO THAT GROUP MEMBERS
CAN SKIM THE TEXT
s /NCE THE READING IS CHOSEN ESTABLISH A TIMELINE INDICATING WHEN IT WILL BE DISCUSSED IN THE
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NEXT DISCUSSION

#,!332//- ).3425#4)/. !DDITIONAL 2ESOURCES
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PASAN POR LO MENOS LA MITAD DE LA JORNADA ESCOLAR INMERSOS EN LA LENGUA MINORITARIA POR EJEMPLO EL
ESPA×OL
,OS PROGRAMAS BILINGàES DE INMERSIØN RECÓPROCA UN TIPO DE PROGRAMA BILINGàE QUE AGRUPA ALUMNOS
ANGLOPARLANTES CON ALUMNOS DE OTRO IDIOMA EN LA MISMA CLASE Y PARA TODAS LAS MATERIAS ESCOLARES
TIENEN APROXIMADAMENTE A×OS Y SU POPULARIDAD HA CRECIDO MUCHO EN LOS ÞLTIMOS A×OS $URANTE
LOS PRIMEROS A×OS EL NÞMERO DE PROGRAMAS PERMANECIØ RELATIVAMENTE BAJO 0OR EJEMPLO SØLO SE
CONOCE LA EXISTENCIA DE PROGRAMAS EN LOS A×OS ,INDHOLM %N LOS ÞLTIMOS A×OS SIN
EMBARGO EL NÞMERO DE PROGRAMAS HA CRECIDO PRECIPITADAMENTE %N UNA ENCUESTA RECIENTE #ENTER
FOR !PPLIED ,INGUISTICS SE DOCUMENTARON PROGRAMAS ,A MAYOR PARTE DE ESTOS SON
PROGRAMAS EN ESPA×OL E INGLÏS EN ESCUELAS PRIMARIAS PÞBLICAS
#ARACTERÓSTICAS DE LOS PROGRAMAS BILINGàES DE INMERSIØN RECÓPROCA

(AY TRES CRITERIOS QUE DElNEN LOS PROGRAMAS DE INMERSIØN RECÓPROCA
s $EBEN INCLUIR UN NÞMERO SIMILAR DE ALUMNOS HABLANTES NATIVOS DE INGLÏS Y HABLANTES

NATIVOS DE OTROS IDIOMAS POR EJEMPLO EL ESPA×OL EL COREANO O EL CHINO ,A EDUCACIØN
BILINGàE DE INMERSIØN RECÓPROCA ES DISTINTA A OTRAS FORMAS DE EDUCACIØN BILINGàE PORQUE
ES RECÓPROCA POR DOS RAZONES POR UNA PARTE SE USAN DOS IDIOMAS Y POR OTRA HAY DOS
GRUPOS DE ALUMNOS QUE PARTICIPAN EN ESTOS PROGRAMAS LOS QUE HABLAN INGLÏS COMO LENGUA
MATERNA Y LOS QUE HABLAN OTRO IDIOMA COMO LENGUA MATERNA POR LO GENERAL EL ESPA×OL

0!2%.4!, ).6/,6%-%.4 47) /VERVIEW 3PANISH
s 3ON INTEGRADOS %S DECIR LAS MATERIAS ACADÏMICAS COMO LAS MATEMÉTICAS LAS CIENCIAS LA
HISTORIA Y LA GEOGRAFÓA Y NO SOLAMENTE LAS CLASES DE EDUCACIØN FÓSICA Y MÞSICA SE ENSE×AN
CONJUNTAMENTE A HABLANTES NATIVOS DE INGLÏS Y HABLANTES NATIVOS DE OTROS IDIOMAS
s 4ANTO LOS HABLANTES NATIVOS DE INGLÏS Y HABLANTES NATIVOS DE OTRO IDIOMAS RECIBEN LAS
MATERIAS ACADÏMICAS BÉSICAS EN AMBOS IDIOMAS (AY DOS MODELOS PRINCIPALES DE INMERSIØN
RECÓPROCA A LOS QUE GENERALMENTE SE RElERE CON EL NOMBRE DE Y %N EL MODELO
EL DE LA ENSE×ANZA SE REALIZA EN LA LENGUA MINORITARIA Y EL EN INGLÏS HASTA
PRIMER GRADO GENERALMENTE ! MEDIDA QUE VAN PASANDO LOS A×OS LA ENSE×ANZA EN INGLÏS VA
AUMENTANDO Y LA ENSE×ANZA EN LA LENGUA MINORITARIA VA DISMINUYENDO HASTA QUE EN CUARTO O
QUINTO GRADO SE ENSE×A EL DEL TIEMPO EN UN IDIOMA Y EL EN EL OTRO %N EL MODELO
EL TIEMPO DEDICADO A LA ENSE×ANZA EN AMBOS IDIOMAS ES EL MISMO DESDE EL PRINCIPIO
/BJETIVOS DE LOS PROGRAMAS BILINGàES DE INMERSIØN RECÓPROCA

,OS PROGRAMAS DE INMERSIØN RECÓPROCA TIENEN LOS SIGUIENTES OBJETIVOS GENERALES
s ,OS ALUMNOS DESARROLLARÉN NIVELES ALTOS DE DOMINIO EN SU PRIMER IDIOMA %S DECIR LOS
ANGLOPARLANTES ALCANZARÉN NIVELES ALTOS EN INGLÏS TANTO EN LO QUE SE RElERE AL LENGUAJE ORAL
EXPRESIØN Y COMPRENSIØN DE LO QUE SE ESCUCHA COMO AL ESCRITO LECTURA Y ESCRITURA
!SIMISMO LOS ALUMNOS CUYA LENGUA MATERNA NO ES EL INGLÏS ALCANZARÉN NIVELES ALTOS TANTO
EN LO QUE SE RElERE AL LENGUAJE ORAL COMO AL ESCRITO EN SU LENGUA MATERNA POR EJEMPLO
ESPA×OL 0OR LO TANTO NO SERÉ NECESARIO QUE NINGUNO DE LOS DOS GRUPOS DE ALUMNOS TENGA
QUE RENUNCIAR A SU LENGUA MATERNA A MEDIDA QUE VAYA DESARROLLANDO SU SEGUNDA LENGUA
s 4ODOS LOS ALUMNOS DESARROLLARÉN NIVELES ALTOS DE DOMINIO EN UN SEGUNDO IDIOMA ,OS
ANGLOPARLANTES TENDRÉN LA OPORTUNIDAD DE ALCANZAR NIVELES ALTOS DE DOMINIO ORAL Y ESCRITO EN
UN SEGUNDO IDIOMA !SIMISMO LOS HABLANTES NATIVOS DE OTRAS LENGUAS TENDRÉN LA OPORTUNIDAD
DE ALCANZAR NIVELES ALTOS DE DOMINIO ORAL Y ESCRITO EN INGLÏS Y SU DESARROLLO EN INGLÏS NO SE
VERÉ AFECTADO POR ESTAR ESTUDIANDO TAMBIÏN EN SU LENGUA MATERNA ,OS PROGRAMAS DE
INMERSIØN RECÓPROCA SON PROGRAMAS BILINGàES hADITIVOSv TANTO PARA LOS ALUMNOS DE LENGUA
MAYORITARIA COMO PARA LOS DE LENGUA MINORITARIA %S DECIR LES PROPORCIONAN A LOS DOS GRUPOS
DE ALUMNOS LA OPORTUNIDAD DE MANTENER Y DESARROLLAR EL LENGUAJE HABLADO Y ESCRITO EN SU
LENGUA MATERNA Y A SU VEZ DESARROLLAR EL LENGUAJE ORAL Y ESCRITO EN UNA SEGUNDA LENGUA

47) /VERVIEW 3PANISH 0!2%.4!, ).6/,6%-%.4
s %L RENDIMIENTO ACADÏMICO DE LOS DOS GRUPOS ESTARÉ AL NIVEL O POR ENCIMA DEL NIVEL DE GRADO
,OS PROGRAMAS DE INMERSIØN RECÓPROCA MANTIENEN LAS MISMAS NORMAS ACADÏMICAS Y EL MISMO
PLAN DE ESTUDIOS QUE TIENEN LOS DEMÉS PROGRAMAS DEL DISTRITO ESCOLAR ,OS REQUISITOS
ACADÏMICOS SON LOS MISMOS PARA LOS ALUMNOS DE PROGRAMAS DE INMERSIØN RECÓPROCA
QUE PARA LOS ALUMNOS DE OTROS PROGRAMAS Y SE ESPERA QUE ÏSTOS TENGAN LOS MISMOS NIVELES
DE RENDIMIENTO ACADÏMICO QUE LOS ALUMNOS INSCRITOS EN OTROS PROGRAMAS DEL DISTRITO (AY
ESTUDIOS EMPÓRICOS #AZABON .ICOLADIS Y ,AMBERT ,INDHOLM ,EARY 4HOMAS Y
#OLLIER QUE DEMUESTRAN QUE ESTE OBJETIVO SE PUEDE LOGRAR
s 4ODOS LOS ALUMNOS DEMOSTRARÉN ACTITUDES Y CONDUCTAS CULTURALES POSITIVAS HACIA AMBAS
CULTURAS ,A INTEGRACIØN LINGàÓSTICA RACIAL ÏTNICA Y SOCIOECONØMICA QUE SUPONEN LOS
PROGRAMAS DE INMERSIØN RECÓPROCA PERMITE QUE LOS ALUMNOS APRENDAN DE UNA MANERA
MUY DIRECTA SOBRE CULTURAS QUE SON DISTINTAS A LA SUYA (AY ESTUDIOS QUE DEMUESTRAN QUE EN
LOS PROGRAMAS DE INMERSIØN RECÓPROCA SE ADQUIEREN ACTITUDES POSITIVAS HACIA OTRAS CULTURAS
#AZABON ,AMBERT Y (ALL &REEMAN 3IN EMBARGO TAMBIÏN HAY ESTUDIOS QUE
SE×ALAN LA DOMINACIØN PERSISTENTE DEL INGLÏS Y DE LOS ANGLOPARLANTES EN ESTOS PROGRAMAS
!MREIN Y 0E×A #ARRIGO -C#OLLUM POR LO QUE ES POSIBLE QUE SEA
NECESARIO PRESTAR ESPECIAL ATENCIØN A ESTE OBJETIVO
,OS PROGRAMAS BILINGàES DE INMERSIØN RECÓPROCA SI ESTÉN BIEN IMPLEMENTADOS SON UNOS DE LOS
PROGRAMAS EDUCATIVOS MÉS IMPRESIONANTES QUE EXISTEN EN %STADOS 5NIDOS ,OS ALUMNOS QUE
PARTICIPAN EN ESTOS PROGRAMAS ADQUIEREN EL NIVEL ACADÏMICO CORRESPONDIENTE A SU GRADO HABILIDADES
LINGàÓSTICAS BIEN DESARROLLADAS EN DOS IDIOMAS Y AMPLIOS CONOCIMIENTOS DE DOS CULTURAS
.OTA %STE DOCUMENTO ESTÉ BASADO EN EL INFORME 4WO 7AY )MMERSION $ESIGNING AND
)MPLEMENTING A 4WO 7AY )MMERSION %DUCATION 0ROGRAM AT THE %LEMENTARY 3CHOOL ,EVEL PUBLICADO POR
EL #ENTER FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE #2%$% %L INFORME COMPLETO ESTÉ
DISPONIBLE EN HTTPWWWCALORGCREDEPUBSEDPRACTICE%02HTM

0!2%.4!, ).6/,6%-%.4 47) /VERVIEW 3PANISH
"IBLIOGRAFÓA
!MREIN ! 0E×A 2 ! !SYMMETRY IN DUAL LANGUAGE PRACTICE !SSESSING IMBALANCE IN A

PROGRAM PROMOTING EQUALITY %DUCATION 0OLICY !NALYSIS !RCHIVES $ISPONIBLE EN
HTTPEPAAASUEDUEPAAVNHTML
#ARRIGO $ , *UST HOW MUCH %NGLISH ARE THEY USING 4EACHER AND STUDENT LANGUAGE DISTRIBUTION
PATTERNS BETWEEN 3PANISH AND %NGLISH IN UPPER GRADE DUAL LANGUAGE IMMERSION 3PANISH
CLASSES 5NPUBLISHED $OCTORAL $ISSERTATION (ARVARD 5NIVERSITY
#AZABON - ,AMBERT 7 % (ALL ' $UAL LANGUAGE BILINGUAL EDUCATION ! PROGRESS
REPORT ON THE !MIGOS PROGRAM 3ANTA #RUZ #! AND 7ASHINGTON $# .ATIONAL #ENTER
FOR 2ESEARCH ON #ULTURAL $IVERSITY AND 3ECOND ,ANGUAGE ,EARNING $ISPONIBLE EN
HTTPWWWNCBEGWUEDUMISCPUBSNCRCDSLLRRINDEXHTM
#AZABON - 4 .ICOLADIS % ,AMBERT 7 % "ECOMING BILINGUAL IN THE !MIGOS DUAL

LANGUAGE IMMERSION PROGRAM 2ESEARCH 2EPORT .O 3ANTA #RUZ #! AND 7ASHINGTON
$# #ENTER FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE !VAILABLE
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#ENTER FOR !PPLIED ,INGUISTICS $IRECTORY OF TWO WAY BILINGUAL IMMERSION PROGRAMS IN THE
5NITED 3TATES 3E ENCUENTRA EN HTTPWWWCALORGTWIDIRECTORY
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"ILINGUAL 2ESEARCH *OURNAL
4HOMAS 7 0 #OLLIER 6 ! NATIONAL STUDY OF SCHOOL EFFECTIVENESS FOR LANGUAGE MINORITY
STUDENTS LONG TERM ACADEMIC ACHIEVEMENT &INAL REPORT EXECUTIVE SUMMARY 3ANTA #RUZ #!
AND 7ASHINGTON $# #ENTER FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE !VAILABLE
WWWCREDEUCSCEDURESEARCHLLAAESHTML

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
0ARENTS 1UESTIONS ABOUT 4WO 7AY )MMERSION 47)
7HAT ADVANTAGES ARE THERE FOR MY CHILD IN A 47) PROGRAM !RE THE ADVANTAGES THE
SAME FOR LANGUAGE MINORITY AND LANGUAGE MAJORITY STUDENTS
4HERE ARE THREE MAJOR ADVANTAGES FOR STUDENTS OF BOTH LANGUAGE BACKGROUNDS ALL TIED TO THE GOALS OF
TWO WAY IMMERSION EDUCATION EG (OWARD #HRISTIAN 4HE lRST ADVANTAGE IS THAT STUDENTS
DEVELOP FULL ORAL AND READING AND WRITING PROlCIENCY IN TWO LANGUAGES 4HIS ALLOWS THEM TO SEE
THEIR lRST LANGUAGE IN A COMPARATIVE PERSPECTIVE WHICH IN TURN HELPS THEM ANALYZE AND RElNE THEIR
LANGUAGE USE #AZABON ,AMBERT (EISE "AIGORRIA
! SECOND ADVANTAGE IS THAT STUDENTS NOT ONLY ACHIEVE AT LEVELS THAT ARE SIMILAR TO OR HIGHER THAN
THOSE OF THEIR PEERS ENROLLED IN OTHER PROGRAMS ON STANDARDIZED TESTS OF READING AND MATH IN
%NGLISH BUT IN ADDITION THEY ARE ABLE TO READ AND WRITE AT GRADE LEVEL IN ANOTHER LANGUAGE 4HIS IN
TURN POSITIVELY AFFECTS GENERAL ACADEMIC PERFORMANCE 2ESEARCH ,INDHOLM ,EARY 4HOMAS
#OLLIER SHOWS THAT THERE ARE FEWER HIGH SCHOOL DROP OUTS FROM DUAL LANGUAGE PROGRAMS THAN
FROM OTHER PROGRAMS ,INDHOLM ,EARY ALSO FOUND THAT MOST DUAL LANGUAGE STUDENTS EXPECT TO
ATTEND COLLEGE 4HUS NOT ONLY DO DUAL LANGUAGE PROGRAMS APPEAR TO IMPROVE ACADEMIC PERFORMANCE
BUT THEY MAY ALSO ENHANCE JOB OPPORTUNITIES IN THE FUTURE
4HE THIRD ADVANTAGE IS ATTITUDINAL 3TUDENTS IN 47) PROGRAMS DEVELOP VERY POSITIVE ATTITUDES ABOUT
STUDENTS OF OTHER LANGUAGE AND CULTURAL BACKGROUNDS AND POSITIVE ATTITUDES TOWARD THEMSELVES
AS LEARNERS &OR EXAMPLE #AZABON ,AMBERT (EISE "AIGORRIA FOUND THAT 47) STUDENTS
SHOWED A GREAT DEAL OF DIVERSITY IN THE FRIENDSHIP CHOICES THAT THEY MADE AND THAT THE DUAL LANGUAGE
EDUCATIONAL EXPERIENCE PRODUCED STUDENTS WHO BECAME COMFORTABLE WITH SPEAKING THE SECOND
LANGUAGE AND INTERACTING WITH MEMBERS OF OTHER ETHNOCULTURAL GROUPS )N A VERY REAL SENSE STUDENTS
IN 47) PROGRAMS BECOME MORE SELF CONlDENT BECAUSE THEY ARE BETTER PREPARED TO ENGAGE IN A
GLOBAL SOCIETY THAT VALUES MULTICULTURALISM AND BILINGUALISM /NE PARENT NOTED THESE BENElTS WHEN
SHE STATED h-Y CHILD HAS THE OPPORTUNITY TO BE BILINGUAL BILITERATE AND BICULTURAL 4HERE ARE SOCIAL
AND COGNITIVE BENElTS TO BILINGUALISM (E GAINS A SECOND LANGUAGE A BROADER VOCABULARY AND
MULTIPLE VIEWS OF THE WORLDv

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH
/VERALL THE ADVANTAGES ARE THE SAME FOR BOTH NATIVE %NGLISH SPEAKERS AND %NGLISH LANGUAGE LEARNERS
BUT THE BENElTS MAY BE STRONGER FOR %NGLISH LANGUAGE LEARNERS GIVEN THAT TWO WAY IMMERSION
EDUCATION HAS BEEN FOUND TO BE THE MOST SUCCESSFUL MODEL FOR HELPING THESE STUDENTS SUCCEED
ACADEMICALLY IN SCHOOL ,INDHOLM ,EARY 4HOMAS #OLLIER 3PECIlC BENElTS FOR %NGLISH
LANGUAGE LEARNERS INCLUDE AN INCREASED SENSE OF PRIDE AND SELF ESTEEM !T SCHOOL THEY BECOME
THE MODELS OF PROlCIENCY FOR STUDENTS WHO LEARNING THEIR LANGUAGE !T HOME THEY ARE ABLE TO
COMMUNICATE WITH FAMILY MEMBERS INCLUDING GRANDPARENTS AND OTHER MEMBERS OF THE EXTENDED
FAMILY
(OW DO STUDENTS IN 47) PROGRAMS COMPARE ACADEMICALLY TO STUDENTS IN OTHER TYPES

OF EDUCATIONAL PROGRAMS
3EVERAL INVESTIGATORS HAVE EXAMINED THE READING AND MATH ACHIEVEMENT OF STUDENTS IN DUAL LANGUAGE
PROGRAMS AT LATE ELEMENTARY OR SECONDARY LEVELS TO DETERMINE THE LONG TERM IMPACT OF 47)
PROGRAMS EG #AZABON .ICOLADIS ,AMBERT #OLLIER 4HOMAS (OWARD 3UGARMAN
#HRISTIAN +IRK 3ENESAC ,INDHOLM ,EARY
4HESE STUDIES SHOWED THAT OVERALL BOTH %NGLISH LANGUAGE LEARNERS AND NATIVE %NGLISH SPEAKERS MADE
SIGNIlCANT PROGRESS IN BOTH LANGUAGES BOTH GROUPS SCORED AT OR WELL ABOVE GRADE LEVEL IN BOTH
LANGUAGES BY MIDDLE SCHOOL AND BOTH GROUPS PERFORMED AT COMPARABLE OR SUPERIOR LEVELS COMPARED
TO SAME LANGUAGE PEERS IN OTHER EDUCATIONAL SETTINGS /N NORM REFERENCED STANDARDIZED TESTS OF
READING AND MATH ACHIEVEMENT IN %NGLISH NATIVE %NGLISH SPEAKERS OUTSCORED THEIR %NGLISH ONLY PEERS
IN %NGLISH ONLY CLASSROOMS %NGLISH LANGUAGE LEARNERS WHO HAD LEARNED %NGLISH IN A 47) PROGRAM
SCORED SIGNIlCANTLY HIGHER THAN THEIR %NGLISH LANGUAGE LEARNING PEERS WHO HAD STUDIES IN OTHER KINDS
OF PROGRAMS IN THE STATE AND ALSO PERFORMED ON A PAR WITH NATIVE %NGLISH SPEAKING STUDENTS IN
%NGLISH ONLY CLASSROOMS ,INDHOLM ,EARY ,INDHOLM ,EARY "ORSATO IN PRESS
7HEN DO STUDENTS PERFORM AT GRADE LEVEL ON STANDARDIZED ACHIEVEMENT TESTS IN THEIR

lRST AND SECOND LANGUAGES )S THE TIME FRAME DIFFERENT FOR VS MODELS
.ATIVE %NGLISH SPEAKERS TEND TO PERFORM AT GRADE LEVEL IN THEIR lRST LANGUAGE ONCE THEY HAVE
RECEIVED FORMAL READING INSTRUCTION THROUGH THAT LANGUAGE AND THEIR ACHIEVEMENT IS AT GRADE LEVEL

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
IN THE SECOND LANGUAGE TYPICALLY BY THIRD GRADE IF NOT SOONER &OR %NGLISH LANGUAGE LEARNERS SCORES
ARE USUALLY IN THE AVERAGE RANGE IN THEIR lRST LANGUAGE BY SECOND GRADE BUT AS A GROUP THEY DO NOT
ACHIEVE AT GRADE LEVEL IN %NGLISH UNTIL MIDDLE SCHOOL
#OMPARING THE ACHIEVEMENT OF STUDENTS IN AND MODELS ,INDHOLM ,EARY
FOUND THAT BY 'RADES %NGLISH LANGUAGE LEARNERS AND NATIVE %NGLISH SPEAKING STUDENTS SCORED
SIMILARLY TO THEIR PEERS OF THE SAME LANGUAGE AND ECONOMIC BACKGROUNDS ON ACHIEVEMENT TESTS IN
%NGLISH 7HEN ACHIEVEMENT WAS MEASURED IN 3PANISH STUDENTS IN PROGRAMS SCORED HIGHER
THAN STUDENTS IN PROGRAMS 4HUS MORE INSTRUCTIONAL TIME SPENT IN 3PANISH POSITIVELY AFFECTED
ACHIEVEMENT IN 3PANISH AND HAD NO NEGATIVE EFFECT ON ACHIEVEMENT MEASURED IN %NGLISH
7ITHIN 47) PROGRAMS HOW DOES THE ACADEMIC PERFORMANCE OF NATIVE %NGLISH
SPEAKERS COMPARE TO THAT OF %NGLISH LANGUAGE LEARNERS
.ATIVE %NGLISH SPEAKERS TYPICALLY ACHIEVE AT HIGHER LEVELS IN %NGLISH THAN DO %NGLISH LANGUAGE LEARNERS
(OWARD 3UGARMAN #HRISTIAN "Y MIDDLE SCHOOL NATIVE %NGLISH SPEAKERS ON AVERAGE SCORE
ABOVE GRADE LEVEL IN STANDARDIZED ACHIEVEMENT TESTS OF READING AND MATH WHILE %NGLISH LANGUAGE
LEARNERS ON AVERAGE APPROACH GRADE LEVEL (OWEVER STUDENTS WHO BEGIN ELEMENTARY SCHOOL AS
%NGLISH LANGUAGE LEARNERS AND DEVELOP FULL ORAL AND READING AND WRITING PROlCIENCIES IN %NGLISH OFTEN
HAVE A MEAN PERFORMANCE THAT IS AS HIGH AS OR HIGHER THAN THAT OF NATIVE %NGLISH SPEAKERS
7HAT ARE THE CHARACTERISTICS OF STUDENTS WHO ARE SUCCESSFUL IN 47) PROGRAMS
&ROM THEIR PERSONAL AND PROFESSIONAL EXPERIENCES PARENTS AND EDUCATORS NOTE SOME COMMON
CHARACTERISTICS OF SUCCESSFUL 47) STUDENTS &IRST SUCCESSFUL STUDENTS TEND TO ENJOY LEARNING NEW
THINGS AND ALSO LIKE MEETING AND INTERACTING WITH PEOPLE FROM DIFFERENT LINGUISTIC AND CULTURAL
BACKGROUNDS 3ECOND SUCCESSFUL STUDENTS TEND TO HAVE PARENTS WHO STRONGLY SUPPORT THE PROGRAM
0ARENTS WHO TRULY UNDERSTAND AND EMBRACE 47) AND ITS GOALS WILL TRANSMIT THEIR POSITIVE ATTITUDES TO
THEIR CHILDREN &INALLY SUCCESSFUL STUDENTS UNDERSTAND AND EMBRACE THE PHILOSOPHY OF DUAL LANGUAGE
EDUCATION 4HEY REALIZE THAT LEARNING IN TWO LANGUAGES CAN BE CHALLENGING AT TIMES ESPECIALLY FOR
STUDENTS FROM A MONOLINGUAL BACKGROUND 4HE SUCCESSFUL STUDENT PERSEVERES AND LEARNS TO TAKE RISKS
IN SPEAKING AND WRITING THE SECOND LANGUAGE

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH
2ESEARCH HAS SHOWN THAT STUDENTS FROM A VARIETY OF DIFFERENT BACKGROUNDS CAN BE SUCCESSFUL IN 47)
PROGRAMS (OWARD 3UGARMAN #HRISTIAN 3TUDENTS FROM DIFFERENT ETHNIC SOCIAL CLASS AND
LANGUAGE BACKGROUNDS AND WITH VARYING ACADEMIC STRENGTHS AND NEEDS HAVE ALL BENElTED FROM DUAL
LANGUAGE EDUCATION 4HERE IS NO PARTICULAR TYPE OF STUDENT THAT FAILS TO mOURISH IN 47) PROGRAMS
(OW CAN 47) PROGRAM PARENTS HELP FAMILIES WHO DONT HAVE CHILDREN IN THE PROGRAM
UNDERSTAND ITS BENElTS
4HERE ARE MANY THINGS THAT PROGRAM PARENTS CAN DO TO HELP OTHER PARENTS LEARN ABOUT DUAL LANGUAGE
EDUCATION &OR EXAMPLE THEY CAN FORM A 04! SUBGROUP THAT RESPONDS TO QUERIES FROM INTERESTED
PARENTS 4HEY CAN ORGANIZE A 0ARENT TO 0ARENT )NFORMATION $AY AND BE ACCESSIBLE TO PROSPECTIVE
PARENTS FOR QUESTIONS ABOUT THE PROGRAM /N THESE OCCASIONS THEY CAN TALK ABOUT HOW THEIR
CHILDREN ARE DOING AT SCHOOL AND SHOW EXAMPLES OF WRITTEN WORK IN BOTH LANGUAGES ! PERSONAL
TESTIMONY DESCRIBING HOW THE PROGRAM HAS HELPED A PARTICULAR CHILD IS OFTEN THE BEST EVIDENCE OF
PROGRAM SUCCESS
!T !MIGOS HTTPWWWCPSCICAMBRIDGEMAUSELEMENTAMIGOS A PROGRAM IN #AMBRIDGE

-! PROGRAM PARENTS INVITE THEIR FRIENDS OUTSIDE OF THE PROGRAM TO CELEBRATIONS AND ACTIVITIES IN
THE EVENINGS AND ON WEEKENDS 3EEING FAMILIES SPEAKING AND HAVING A GOOD TIME IN TWO LANGUAGES
ENCOURAGES OTHERS TO JOIN IN THE FUN AND EXPERIENCE FOR THEMSELVES THE RICH REWARDS OF TWO WAY
IMMERSION EDUCATION
'UIDED TOURS CONDUCTED BY PROGRAM PARENTS FOR OTHER PARENTS DURING THE SCHOOL DAY ARE ALSO A
GOOD WAY TO HELP PEOPLE UNDERSTAND 47) $URING THESE TOURS PARENTS SHOULD BE INVITED TO VISIT
CLASSES INCLUDING A LOWER GRADEPERHAPS A KINDERGARTEN CLASS¬AND AN UPPER GRADE SO THEY CAN SEE
lRSTHAND THE PROGRESS THAT CHILDREN MAKE WHEN THEY REMAIN IN THE PROGRAM 4HE !MIGOS PROGRAM
SUGGESTS THAT TOURING PARENTS TAKE TIME TO SPEAK WITH THE STUDENTS WHO CAN ARTICULATE WHAT IT MEANS
TO BE SCHOOLED IN TWO LANGUAGES AND TO EXAMINE STUDENTS WRITTEN WORK AND PROJECTS 0ROGRAM
PARENTS CAN ENCOURAGE THE SCHOOL TO KEEP ON HAND A FEW PORTFOLIOS OF FORMER STUDENTS WHO HAVE
GONE THROUGH THE PROGRAM SO THAT PARENTS CAN SEE HOW STUDENTS PROGRESS OVER TIME

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
(OW CAN 47) PARENTS WORK WITH THE SCHOOL BOARD AND DISTRICT ADMINISTRATORS TO
HELP THEM UNDERSTAND THE IMPORTANCE OF SUPPORTING 47) PROGRAMS
4HERE ARE MANY THINGS THAT PARENTS CAN DO TO HELP THE SCHOOL BOARD AND ADMINISTRATORS UNDERSTAND
THE BENElTS OF TWO WAY IMMERSION EDUCATION
&IRST PARENTS SHOULD DO EVERYTHING THEY CAN TO MAKE THE PROGRAM A SUCCESS AND THEN THEY SHOULD
PUBLICLY REPORT THE PROGRAMS SUCCESSES !DMINISTRATORS AND SCHOOL BOARD MEMBERS ARE MOST
LIKELY TO SUPPORT AN EFFECTIVE PROGRAM THAT HAS ACCUMULATED SOLID EVIDENCE OF PROMOTING ACADEMIC
ACHIEVEMENT AMONG THE STUDENT POPULATION 4HUS IMPORTANT lRST STEPS IN GENERATING SUPPORT
FOR 47) PROGRAMS INCLUDE WORKING WITH THE PROGRAM TO HELP BUILD ITS QUALITY SO THAT IT PRODUCES
GOOD RESULTS FOR STUDENTS MONITORING STUDENTS LANGUAGE LITERACY AND ACADEMIC PROGRESS MAKING
IMPROVEMENTS TO THE PROGRAM AS NEEDED AND PUBLICLY REPORTING SUCCESSES
0ARENTS CAN HELP THE BOARD AND ADMINISTRATORS BETTER UNDERSTAND 47) BY SPEAKING UP FOR THE
PROGRAM AS THEY PARTICIPATE IN SCHOOL AND SCHOOL DISTRICT ACTIVITIES &OR EXAMPLE THEY CAN JOIN THE
ADVISORY COMMITTEES THAT SCHOOL BOARDS AND DISTRICTS SET UP FOR PARENT AND COMMUNITY INPUT
SUCH AS THOSE DEALING WITH CURRICULUM AND INSTRUCTION FOREIGN LANGUAGE AND %3, 7HEN BUDGET
ISSUES ARISE PARENTS CAN OFFER TESTIMONIALS ABOUT THE VALUE OF THE DUAL LANGUAGE PROGRAM AND HAVE
THEIR CHILDREN DO SO TOO AT PUBLIC BOARD MEETINGS )N ADDITION SMALL COALITIONS OF PARENTS THAT
INCLUDE NATIVE SPEAKERS OF BOTH PROGRAM LANGUAGES CAN MAKE APPOINTMENTS TO TALK WITH DISTRICT
ADMINISTRATORS ABOUT WHAT THE PROGRAM HAS MEANT TO THEM AS PARENTS 7RITING LETTERS TO THE EDITOR
OF A LOCAL PAPER IS A WAY TO PROVIDE INFORMATION ABOUT THE PROGRAM TO THE COMMUNITY AT LARGE
!DMINISTRATORS AND SCHOOL BOARD MEMBERS CAN BE INVITED TO VISIT THE PROGRAM AND PARENTS CAN
ACCOMPANY THEM TO GUIDE THE VISIT AND HIGHLIGHT NOTEWORTHY FEATURES 3EEING IS BELIEVING -ANY
PEOPLE DO NOT BECOME CONVINCED OF THE BENElTS OF DUAL LANGUAGE PROGRAMS UNTIL THEY CAN ACTUALLY
SEE THE PROGRAM AT WORK 04!S SHOULD BE SURE TO INVITE BOARD MEMBERS TO PROGRAM EVENTS SUCH AS
PLAYS CONCERTS AND OTHER ACTIVITIES THAT SHOWCASE BOTH LANGUAGES

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH
&INALLY PARENTS CAN SUPPORT THE WORK OF ADMINISTRATORS AND SCHOOL BOARD MEMBERS WHO ALREADY
APPRECIATE THE VALUE OF THE PROGRAM AND HELP THEM INmUENCE THEIR LESS ENTHUSIASTIC PEERS )NPUT
FROM PEERS IS OFTEN THE MOST COMPELLING INPUT OF ALL &RIENDS OF TWO WAY IMMERSION SHOULD BE
INFORMED REGULARLY ABOUT PROGRAM ACTIVITIES AND STUDENT ACHIEVEMENT
7HAT SHOULD A 47) PROGRAM DO TO PROMOTE HOME SCHOOL CONNECTIONS

7HAT CAN ) DO AS A PARENT TO GET INVOLVED
!S IN OTHER EDUCATION PROGRAMS STRONG HOME SCHOOL CONNECTIONS ARE ESSENTIAL TO THE SUCCESS
OF 47) PROGRAMS 4HERE ARE MANY THINGS THAT PROGRAMS AND PARENTS CAN DO TO HELP FOSTER THESE
CONNECTIONS
&IRST OF ALL PROGRAMS CAN PROMOTE POSITIVE HOME SCHOOL CONNECTIONS BY ENSURING THAT ALL
COMMUNICATIONS WITH PARENTS ORAL AND IN WRITING ARE IN BOTH LANGUAGES OF INSTRUCTION 4HIS
ACCOMPLISHES THE DUAL GOALS OF ENSURING CLEAR COMMUNICATIONS WITH PARENTS AND PROMOTING THE GOALS
OF THE PROGRAM
0ROGRAMS CAN ALSO SPONSOR PERIODIC MEETINGS TO EDUCATE PARENTS ON 47) RELATED TOPICS SUCH
AS PROGRAM DESIGN LANGUAGE ACQUISITION HELPING WITH HOMEWORK BILITERACY DEVELOPMENT AND
ASSESSMENT PRACTICES )N ADDITION PROGRAMS MAY OFFER %3, CLASSES FOR PARENTS OF %NGLISH LANGUAGE
LEARNERS AND CLASSES IN THE PARTNER LANGUAGE EG 3PANISH FOR PARENTS OF NATIVE %NGLISH SPEAKERS
)DEALLY THESE LANGUAGE CLASSES SHOULD BE STRUCTURED TO BRING THE TWO GROUPS TOGETHER ON A REGULAR
BASIS IN ORDER TO ALLOW PARENTS TO PRACTICE THE SECOND LANGUAGE WITH NATIVE SPEAKERS
&INALLY PROGRAMS CAN FOSTER GOOD HOME SCHOOL CONNECTIONS BY RECOGNIZING THE SKILLS AND STRENGTHS
THAT FAMILIES BRING TO THE SCHOOL AND BY SEEING THEM AS VALUABLE RESOURCES THAT PROVIDE CRITICAL
INFORMATION ABOUT THEIR CHILDREN 47) TEACHERS AND ADMINISTRATORS CAN VISIT STUDENTS HOMES AND
COMMUNITIES IN ORDER TO DEVELOP lRSTHAND KNOWLEDGE OF STUDENTS FUNDS OF KNOWLEDGE -OLL A
B

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
4HERE ARE MANY THINGS THAT PARENTS CAN DO TO STRENGTHEN THE HOME SCHOOL CONNECTION #ALDERØN
AND -INAYA 2OWE PROVIDE A DETAILED LIST
s 6OLUNTEER IN THE CLASSROOM
s 3HARE WITH STUDENTS ASPECTS OF THE HOME LANGUAGE AND CULTURE SUCH AS MUSIC DANCE
LITERATURE AND FOODS
s !TTEND PARENT EDUCATION WORKSHOPS ON DUAL LANGUAGE PROGRAMS
s 0ARTICIPATE IN 47) FAMILY SOCIAL GATHERINGS
s !T DUAL LANGUAGE CONFERENCES AND MEETINGS CO PRESENT WITH TEACHERS ADMINISTRATORS

AND STUDENTS
s !SSIST WITH ONGOING RECRUITMENT FOR THE PROGRAM BY SHARING EXPERIENCES WITH PROSPECTIVE
PARENTS AND STUDENTS
s #ONTRIBUTE TO THE SECTION OF THE SCHOOL NEWSLETTER THAT DEALS WITH DUAL LANGUAGE ISSUES
s 3ERVE AS CHAPERONS FOR PROGRAM CLASS TRIPS BOTH DOMESTIC AND INTERNATIONAL
s +EEP IN TOUCH WITH OTHER DUAL LANGUAGE PARENTS ABOUT PROGRAM DEVELOPMENTS &OR
EXAMPLE TWO VOLUNTEER PARENTS ONE REPRESENTING EACH LANGUAGE BACKGROUND CAN HELP
GET THE WORD OUT TO OTHER PARENTS ABOUT POTENTIAL BUDGET CUTS OR AN IMPORTANT UPCOMING
EVENT )N SOME PROGRAMS PARENTS HAVE FORMED AN ELECTRONIC EMAIL LIST ALONG WITH STAFF AND
THEY USE THAT FORUM TO DISCUSS ALL SORTS OF ISSUES 0ARENTS WITHOUT HOME COMPUTERS ARE ABLE
TO USE THE SCHOOLS COMPUTER LAB TO JOIN IN ON THE DISCUSSIONS THAT TAKE PLACE BILINGUALLY
0ARENTS HELP EACH OTHER WITH THE TRANSLATIONS
s 3UPPORT THEIR CHILDRENS LANGUAGE AND LITERACY DEVELOPMENT IN TWO LANGUAGES AS WELL AS
THEIR EMERGING CROSS CULTURAL APPRECIATION 4HEY CAN DO THIS BY EXPOSING THEIR CHILDREN TO
BOOKS AND MOVIES IN BOTH LANGUAGES ATTENDING CULTURAL FESTIVALS AND PROVIDING OPPORTUNITIES
FOR AUTHENTIC LANGUAGE EXCHANGES

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH
(OW CAN ) HELP SUPPORT MY CHILD IN DOING HOMEWORK IN THE SECOND LANGUAGE
PARTICULARLY IF ) DONT KNOW THAT LANGUAGE 7HAT KIND OF HOMEWORK SUPPORT CAN
THE PROGRAM PROVIDE
0ARENTS CAN SUPPORT STUDENTS AT HOME BY MAKING SURE THAT THEY HAVE THE RIGHT ENVIRONMENT AND
TOOLS TO GET HOMEWORK DONE EG A QUIET SPACE AND ENOUGH TIME PAPER DICTIONARIES IN BOTH
LANGUAGES WRITING UTENSILS AND ART SUPPLIES SUCH AS CONSTRUCTION PAPER PASTE TAPE AND COLORED
MAKERS 0ARENTS CAN ALSO ASK QUESTIONS ABOUT THE HOMEWORK IN THE LANGUAGE SPOKEN AT HOME
THUS GIVING THE STUDENTS OPPORTUNITIES TO EXPLAIN THE ASSIGNMENT IN THEIR lRST LANGUAGE
4HE PROGRAM CAN ALSO PROVIDE HOMEWORK SUPPORT /NE OF THE BEST SUPPORTS IS ONGOING
COMMUNICATION BETWEEN THE TEACHER AND THE PARENTS THROUGH A WEEKLY NEWSLETTER IN BOTH
LANGUAGES )N THE NEWSLETTER THE TEACHER CAN DESCRIBE THE TOPICS THAT ARE BEING TAUGHT AND PROVIDE
AN OVERVIEW OF HOMEWORK ASSIGNMENTS FOR THE WEEK ALONG WITH WRITTEN GUIDANCE FOR COMPLICATED
ASSIGNMENTS AND PERHAPS SOME MODELS OF COMPLETED ASSIGNMENTS 4EACHERS CAN ALSO SET UP A CLASS
BUDDY SYSTEM MATCHING AN %NGLISH SPEAKING STUDENT WITH A STUDENT SPEAKING THE OTHER PROGRAM
LANGUAGE TO HELP ONE ANOTHER WITH HOMEWORK 9ET ANOTHER WAY THAT THE PROGRAM CAN PROVIDE
HOMEWORK SUPPORT IS BY RUNNING AN AFTER SCHOOL HOMEWORK CLUB WHERE STUDENTS CAN RECEIVE
SUPPORT ON LONG TERM PROJECTS OR ON A DAILY BASIS
&INALLY THE PROGRAM CAN ORGANIZE A HOMEWORK HOTLINE OR A GROUP OF PARENT VOLUNTEERS TO PROVIDE
HOMEWORK SUPPORT IN ONE LANGUAGE OR ANOTHER BY TELEPHONE OR EMAIL !LTERNATELY THE TEACHER OR
PARENT VOLUNTEERS COULD AUDIORECORD THE HOMEWORK EACH DAY ALONG WITH HELPFUL SUGGESTIONS FOR
COMPLETING IT
7HAT RESOURCES EXIST FOR PARENTS OF 47) STUDENTS !RE THERE CONFERENCES THAT
) MIGHT ENJOY ATTENDING
4HERE ARE MANY RESOURCES FOR PARENTS ON TWO WAY IMMERSION EDUCATION 4HERE ARE ALSO CONFERENCES
THAT PROVIDE OPPORTUNITIES FOR PARENTS TO NETWORK WITH 47) EDUCATORS AND OTHER 47) PARENTS

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
2ESOURCES INCLUDE BOOKS SEE THE ANNOTATED BIBLIOGRAPHY AND VIDEOS FROM ORGANIZATIONS AND FROM
OTHER 47) PROGRAMS $UAL LANGUAGE VIDEOS ARE AVAILABLE THROUGH THE #ENTER FOR !PPLIED ,INGUISTICS
#!, WWWCALORGCREDEPUBS
4HERE ARE ALSO ONLINE DIRECTORIES OF DUAL LANGUAGE PROGRAMS #!, HAS AN ONLINE DIRECTORY OF
47) PROGRAMS IN THE 5NITED 3TATES WWWCALORGTWIDIRECTORY THE #ALIFORNIA $EPARTMENT
OF %DUCATION HAS A DIRECTORY OF ALL THE TWO WAY BILINGUAL IMMERSION PROGRAMS IN #ALIFORNIA
WWWCDECAGOVSPELIM AND THE 4EXAS 4WO 7AY$UAL ,ANGUAGE #ONSORTIUM HAS AN
ONLINE DIRECTORY OF PROGRAMS IN THAT STATE WWWTEXASTWOWAYORG
&OLLOWING IS A PARTIAL LIST OF ORGANIZATIONS WITH A SPECIAL INTEREST IN DUAL LANGUAGE EDUCATION
4HE #ENTER FOR !PPLIED ,INGUISTICS #!, WWWCALORGTWI THE .ATIONAL !SSOCIATION FOR
"ILINGUAL %DUCATION .!"% WWWNABEORG 4HE #ALIFORNIA !SSOCIATION FOR "ILINGUAL %DUCATION
#!"% WWWBILINGUALEDUCATIONORGWAYCABE $UAL ,ANGUAGE %DUCATION OF .EW -EXICO
WWWDUALLANGUAGENMORG AND THE )LLINOIS 2ESOURCE #ENTER HTTPWWWTHECENTERWEBORGIRC
PARTICULARLY ITS $UAL 5 0ROGRAM WWWDUALUORG
3OME OF THESE ORGANIZATIONS HOST CONFERENCES THAT LOOK AT DUAL LANGUAGE PROGRAMS AND THIS
INFORMATION IS PROVIDED ON THEIR WEBSITES 4HE /%,! .EWSLINE OF THE .ATIONAL #LEARINGHOUSE FOR
%NGLISH ,ANGUAGE !CQUISITION ALSO HAS A SECTION FOR PARENTS OF BILINGUAL CHILDREN TO SUBSCRIBE
GO TO HTTPWWWNCELAGWUEDUENEWSSUBSCRIBEHTM

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH
2EFERENCES
#ALDERØN - -INAYA 2OWE , $ESIGNING AND )MPLEMENTING 4WO 7AY "ILINGUAL 0ROGRAMS
4HOUSAND /AKS #! #ORWIN 0RESS )NC
#AZABON - ,AMBERT 7 % (EISE "AIGORRIA # &IELD INITIATED BILINGUAL EDUCATION RESEARCH
PROJECT !WARD .UMBER 2& 53 $EPARTMENT OF %DUCATION /FlCE OF
%DUCATIONAL 2ESEARCH AND )MPROVEMENT
#AZABON - .ICOLADIS % ,AMBERT 7 % "ECOMING BILINGUAL IN THE !MIGOS TWO WAY
IMMERSION PROGRAM 3ANTA #RUZ #! .ATIONAL #ENTER FOR 2ESEARCH ON #ULTURAL $IVERSITY AND
3ECOND ,ANGUAGE ,EARNING 2ETRIEVED FROM HTTPWWWCALORGCREDEPUBSRESEARCHRRHTM
#OLLIER 6 0 4HOMAS 4HE ASTOUNDING EFFECTIVENESS OF DUAL LANGUAGE EDUCATION FOR ALL
.!"% *OURNAL OF 2ESEARCH AND 0RACTICE PP
(OWARD % 2 #HRISTIAN $ 4WO WAY IMMERSION $ESIGNING AND IMPLEMENTING A TWO
WAY IMMERSION EDUCATION PROGRAM AT THE ELEMENTARY SCHOOL LEVEL %DUCATIONAL 0RACTICE 2EPORT
.O 3ANTA #RUZ #! #ENTER FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE
2ETRIEVED FROM HTTPWWWCALORGCREDEPUBSEDPRACTICE%02HTM
OF THE RESEARCH 2EPORT .O "ALTIMORE -$ #ENTER FOR 2ESEARCH ON THE %DUCATION OF
3TUDENTS 0LACED !T 2ISK 2ETRIEVED FROM HTTPWWWCSOSJHUEDUCRESPARTECH2EPORTS
2EPORTPDF
+IRK 3ENESAC "6 4WO WAY BILINGUAL IMMERSION ! PORTRAIT OF QUALITY SCHOOLING "ILINGUAL
2ESEARCH *OURNAL
,INDHOLM ,EARY + $UAL LANGUAGE ACHIEVEMENT PROlCIENCY AND ATTITUDES AMONG CURRENT
HIGH SCHOOL GRADUATES OF TWO WAY BILINGUAL PROGRAMS .!"% .EWS
,INDHOLM ,EARY +* 2EVIEW OF 2ESEARCH AND "EST 0RACTICES ON %FFECTIVE &EATURES OF $UAL
,ANGUAGE %DUCATION 0ROGRAMS 3AN *OSÏ 3AN *OSÏ 3TATE 5NIVERSITY

0ARENTS 47) 1! %NGLISH 0!2%.4!, ).6/,6%-%.4
,INDHOLM ,EARY +* "ORSATO ' IN PRESS !CADEMIC ACHIEVEMENT )N & 'ENESEE + ,INDHOLM
,EARY7 3AUNDERS $ #HRISTIAN %DS %DUCATING %NGLISH LANGUAGE LEARNERS ! SYNTHESIS OF
RESEARCH EVIDENCE .EW 9ORK #AMBRIDGE
-OLL , # A "ILINGUAL CLASSROOM STUDIES AND COMMUNITY ANALYSIS 3OME RECENT TRENDS
%DUCATIONAL 2ESEARCHER
-OLL , # B &UNDS OF KNOWLEDGE FOR TEACHING 5SING A QUALITATIVE APPROACH TO CONNECT
HOMES AND CLASSROOMS 4HEORY INTO 0RACTICE
4HOMAS 7 #OLLIER 6 ! NATIONAL STUDY OF SCHOOL EFFECTIVENESS FOR LANGUAGE MINORITY
STUDENTS LONG TERM ACADEMIC ACHIEVEMENT 3ANTA #RUZ #! AND 7ASHINGTON $# #ENTER
FOR 2ESEARCH ON %DUCATION $IVERSITY %XCELLENCE 2ETRIEVED FROM
HTTPWWWCREDEUCSCEDURESEARCHLLAA?lNALHTML

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! %NGLISH

0ARENTS 47) 1! 3PANISH 0!2%.4!, ).6/,6%-%.4
0REGUNTAS DE LOS PADRES SOBRE LOS 0ROGRAMAS "ILINGàES DE

)NMERSIØN 2ECÓPROCA 4WO 7AY )MMERSION 0ROGRAMS
z1UÏ VENTAJAS HAY PARA MI HIJO EN UN PROGRAMA BILINGàE DE INMERSIØN RECÓPROCA

z(AY LAS MISMAS VENTAJAS PARA ALUMNOS DE LENGUAS MINORITARIAS COMO PARA ALUMNOS
DE LENGUAS MAYORITARIAS
(AY TRES VENTAJAS FUNDAMENTALES TANTO PARA LOS ALUMNOS DE LENGUAS MAYORITARIAS COMO PARA ALUMNOS
DE LENGUA MINORITARIAS QUE ESTÉN ESTRECHAMENTE LIGADAS A LOS OBJETIVOS DE LA EDUCACIØN BILINGàE
DE INMERSIØN RECÓPROCA (OWARD #HRISTIAN ,A PRIMERA VENTAJA ES QUE LOS ALUMNOS QUE
PERMANECEN EN UN PROGRAMA DE INMERSIØN RECÓPROCA POR LO MENOS HASTA EL ÞLTIMO A×O DE PRIMARIA
LLEGAN A CONSEGUIR UN DOMINIO TOTAL DE EXPRESIØN ORAL Y ESCRITA EN DOS IDIOMAS %STO LES PERMITE VER
SU LENGUA MATERNA DESDE LA PERSPECTIVA DE SU SEGUNDA LENGUA LO QUE A SU VEZ LES AYUDA A ANALIZAR Y
PERFECCIONAR SU USO DE LA LENGUA #AZABON ,AMBERT (EISE "AIGORRIA
5NA SEGUNDA VENTAJA ES QUE CUANDO COMPARAMOS LOS ALUMNOS DE ESTOS PROGRAMAS CON ALUMNOS
EN OTROS TIPOS DE PROGRAMAS NO SØLO ALCANZAN NIVELES SIMILARES O MAYORES EN TESTS ESTANDARIZADOS
DE LECTURA Y MATEMÉTICAS EN INGLÏS SINO QUE ADEMÉS LEEN Y ESCRIBEN A NIVEL DE GRADO EN OTRO
IDIOMA TAMBIÏN ,AS INVESTIGACIONES REALIZADAS EN LOS ÞLTIMOS A×OS ,INDHOLM ,EARY 4HOMAS
#OLLIER DEMUESTRAN QUE EL NÞMERO DE ALUMNOS DE PROGRAMAS DE INMERSIØN RECÓPROCA
QUE ABANDONA LA ESCUELA ES MENOR AL DE OTROS PROGRAMAS !DEMÉS SEGÞN ,INDHOLM ,EARY
LA MAYORÓA DE LOS ALUMNOS DE LOS PROGRAMAS DE INMERSIØN RECÓPROCA TIENE INTENCIØN DE ASISTIR A
LA UNIVERSIDAD 0OR LO TANTO LOS PROGRAMAS DE INMERSIØN RECÓPROCA NO SOLO PARECEN PRODUCIR UN
RENDIMIENTO ACADÏMICO SUPERIOR SINO QUE PUEDEN CONTRIBUIR A UNA MEJORA EN LAS POSIBILIDADES DE
EMPLEO EN EL FUTURO
,A TERCERA VENTAJA TIENE QUE VER CON LA ACTITUD ,OS ALUMNOS EN PROGRAMAS DE INMERSIØN RECÓPROCA
ADQUIEREN ACTITUDES MUY POSITIVAS HACIA ALUMNOS QUE HABLAN OTRO IDIOMA Y PERTENECEN A OTRA
CULTURA Y TAMBIÏN ACTITUDES POSITIVAS HACIA SÓ MISMOS Y SU CULTURA 0OR EJEMPLO SEGÞN #AZABON ET
AL LOS ALUMNOS DE ESTOS PROGRAMAS TIENEN AMIGOS CON EXPERIENCIAS CULTURALES MUY DIVERSAS
Y LA EXPERIENCIA EDUCATIVA QUE ESTOS PROGRAMAS LES PROPORCIONAN HACE QUE SE SIENTAN CØMODOS

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! 3PANISH
HABLANDO UNA SEGUNDA LENGUA Y RELACIONÉNDOSE CON MIEMBROS DE OTRAS CULTURAS Y PROCEDENCIAS
ÏTNICAS $E ALGUNA MANERA TODOS LOS ALUMNOS SE SIENTEN MÉS CØMODOS CONSIGO MISMOS Y MÉS
SEGUROS DE SÓ MISMOS PORQUE ESTÉN MEJOR PREPARADOS PARA DESENVOLVERSE EN UNA SOCIEDAD GLOBAL
QUE VALORA EL MULTICULTURALISMO Y EL BILINGàISMO #OMO DIJO UNA MADRE h-I HIJO TIENE LA OPORTUNIDAD
DE SER BILINGàE Y BICULTURAL %L BILINGàISMO PROPORCIONA BENElCIOS SOCIALES Y COGNITIVOS -I HIJO
ADQUIERE UN SEGUNDO IDIOMA UN VOCABULARIO MÉS AMPLIO Y MÞLTIPLES PERSPECTIVAS DEL MUNDOv
%N GENERAL LAS VENTAJAS SON LAS MISMAS PARA LOS DOS GRUPOS DE ALUMNOS PERO ES POSIBLE QUE LOS
BENElCIOS SEAN INCLUSO MAYORES PARA LOS HABLANTES DE UNA LENGUA MINORITARIA ES DECIR EN %STADOS
5NIDOS UNA LENGUA QUE NO SEA EL INGLÏS 0OR UNA PARTE HAY INVESTIGACIONES QUE DEMUESTRAN QUE
LA EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA ES EL MODELO EDUCATIVO QUE HA CONSEGUIDO PRODUCIR
EL MAYOR RENDIMIENTO ACADÏMICO ENTRE LOS ALUMNOS DE LENGUA MINORITARIA ,INDHOLM ,EARY
4HOMAS #OLLIER 0OR OTRA PARTE AL NO PERDER SU LENGUA MATERNA A MEDIDA QUE APRENDEN
INGLÏS ESTOS ALUMNOS ADQUIEREN UN MAYOR SENTIMIENTO DE ORGULLO Y AUTOESTIMA $URANTE LA JORNADA
ESCOLAR LOS HABLANTES DE LENGUAS MINORITARIAS POR EJEMPLO AQUELLOS QUE HABLAN ESPA×OL SE
CONVIERTEN EN MODELO PARA LOS HABLANTES DE INGLÏS Y EN EL HOGAR PUEDEN USAR LA LENGUA MATERNA
PARA COMUNICARSE CON SUS FAMILIARES
#OMPARADOS CON ALUMNOS DE OTROS TIPOS DE PROGRAMAS zDØNDE SITUARÓA EL NIVEL

ACADÏMICO DE LOS ALUMNOS DE PROGRAMAS DE INMERSIØN RECÓPROCA
%L RENDIMIENTO ACADÏMICO EN MATEMÉTICAS Y LECTURA DE LOS ALUMNOS DE PROGRAMAS DE INMERSIØN

RECÓPROCA HA SIDO EXAMINADO POR VARIOS INVESTIGADORES PARA DETERMINAR EL IMPACTO A LARGO PLAZO
DE ESTE TIPO DE PROGRAMAS POR EJEMPLO #AZABON .ICOLADIS ,AMBERT #OLLIER 4HOMAS
(OWARD 3UGARMAN #HRISTIAN +IRK 3ENESAC ,INDHOLM ,EARY
%STOS ESTUDIOS INDICAN QUE EN GENERAL TANTO LOS ALUMNOS QUE HABLAN UNA LENGUA MINORITARIA COMO
LOS QUE HABLAN INGLÏS COMO LENGUA MATERNA DEMUESTRAN UN PROGRESO SIGNIlCATIVO EN AMBOS IDIOMAS
AMBOS GRUPOS OBTIENEN POR LO MENOS UNA PUNTUACIØN CORRESPONDIENTE SI NO SUPERIOR A SU GRADO
ESCOLAR EN AMBOS IDIOMAS CUANDO LLEGAN A LA ESCUELA MEDIA MIDDLE SCHOOL Y SU RENDIMIENTO
ACADÏMICO ES IGUAL O SUPERIOR AL DE ALUMNOS DE OTROS PROGRAMAS QUE HABLAN LA MISMA LENGUA
MATERNA QUE ELLOS %S DECIR EN TESTS ESTANDARIZADOS DE LECTURA Y MATEMÉTICAS EN INGLÏS LOS HABLANTES

0ARENTS 47) 1! 3PANISH 0!2%.4!, ).6/,6%-%.4
DE INGLÏS DE PROGRAMAS DE INMERSIØN RECÓPROCA GENERALMENTE OBTIENEN UNA PUNTUACIØN MÉS ALTA
QUE LOS HABLANTES DE INGLÏS DE PROGRAMAS EDUCATIVOS DONDE SØLO SE ENSE×A EN INGLÏS 0OR OTRA PARTE
LOS ALUMNOS DE LENGUAS MINORITARIAS EN PROGRAMAS DE INMERSIØN RECÓPROCA GENERALMENTE OBTIENEN
UNA PUNTUACIØN SIGNIlCATIVAMENTE MÉS ALTA QUE LOS ALUMNOS DE LENGUAS MINORITARIAS QUE ESTUDIAN
EN OTROS PROGRAMAS EN EL MISMO ESTADO Y SU PUNTUACIØN ES SIMILAR A LA DE LOS HABLANTES DE INGLÏS
QUE ESTUDIAN EN PROGRAMAS MONOLINGàES DONDE SØLO SE ENSE×A EN INGLÏS ,INDHOLM ,EARY
,INDHOLM ,EARY "ORSATO EN PRENSA
z#UÉNDO ALCANZAN ESTOS ALUMNOS EL NIVEL CORRESPONDIENTE A SU GRADO ESCOLAR EN

LOS TESTS DE RENDIMIENTO ESTANDARIZADOS EN AMBOS IDIOMAS z(AY DIFERENCIAS ENTRE
LOS MODELOS Y
,OS ANGLOPARLANTES TIENDEN A ADQUIRIR EL NIVEL CORRESPONDIENTE A SU GRADO EN INGLÏS TAN PRONTO COMO
APRENDEN A LEER Y ESCRIBIR EN INGLÏS Y EN EL SEGUNDO IDIOMA GENERALMENTE PARA TERCER GRADO SI NO
ANTES ,OS ALUMNOS QUE NO HABLAN INGLÏS COMO LENGUA MATERNA ADQUIEREN EL NIVEL CORRESPONDIENTE
A SU GRADO EN SU LENGUA MATERNA PARA SEGUNDO GRADO PERO COMO GRUPO NO ALCANZAN EL NIVEL
CORRESPONDIENTE A SU GRADO EN INGLÏS HASTA QUE ESTÉN EN LA ESCUELA MEDIA
,INDHOLM ,EARY COMPARØ EL RENDIMIENTO DE LOS ALUMNOS DE LOS MODELOS Y EN
INGLÏS Y DESCUBRIØ QUE PARA SÏPTIMO U OCTAVO GRADO EL RENDIMIENTO ACADÏMICO DE LOS HABLANTES DE
UNA LENGUA MINORITARIA EN AMBOS MODELOS ERA SIMILAR Y LO MISMO SE PUEDE DECIR DE LOS HABLANTES
DE INGLÏS 0OR OTRA PARTE EL RENDIMIENTO ACADÏMICO EN ESPA×OL DE LOS ALUMNOS DE LOS PROGRAMAS
RESULTØ SER SUPERIOR AL DE LOS ALUMNOS DE LOS PROGRAMAS 0OR LO TANTO SE PODRÓA DECIR
QUE EL DEDICAR MÉS TIEMPO A LA ENSE×ANZA EN ESPA×OL TIENE UN IMPACTO POSITIVO EN EL RENDIMIENTO
ACADÏMICO EN ESPA×OL Y NO AFECTA DE MANERA NEGATIVA AL RENDIMIENTO ACADÏMICO EN INGLÏS
%N LOS PROGRAMAS DE INMERSIØN RECÓPROCA zHAY DIFERENCIAS ENTRE EL RENDIMIENTO

ACADÏMICO DE LOS HABLANTES DE INGLÏS Y LOS HABLANTES DE LENGUAS MINORITARIAS
,OS ALUMNOS CUYA LENGUA MATERNA ES EL INGLÏS GENERALMENTE ALCANZAN NIVELES MÉS ALTOS DE INGLÏS
QUE LOS NO NATIVOS (OWARD 3UGARMAN #HRISTIAN 0ARA CUANDO LLEGAN A LA ESCUELA MEDIA
LOS HABLANTES DE INGLÏS GENERALMENTE ALCANZAN NIVELES POR ENCIMA DE SU GRADO CORRESPONDIENTE

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! 3PANISH
EN TESTS ESTANDARIZADOS DE MATEMÉTICAS Y LECTURA MIENTRAS QUE EN GENERAL LOS HABLANTES DE UNA
LENGUA MINORITARIA SE APROXIMAN AL NIVEL CORRESPONDIENTE A SU GRADO 3IN EMBARGO EN ESTE ÞLTIMO
GRUPO AQUELLOS QUE CONSIGUEN ALTOS NIVELES DE EXPRESIØN Y ALFABETIZACIØN EN INGLÏS FRECUENTEMENTE
DEMUESTRAN UN RENDIMIENTO MEDIO TAN ALTO SINO MÉS ALTO QUE LOS HABLANTES DE INGLÏS
z#UÉLES SON LAS CARACTERÓSTICAS DE LOS ALUMNOS QUE TIENEN ÏXITO EN LOS PROGRAMAS DE
INMERSIØN RECÓPROCA
3EGÞN ALGUNOS PADRES Y EDUCADORES HAY UNA SERIE DE CARACTERÓSTICAS QUE HACEN QUE ALGUNOS
ALUMNOS TRIUNFEN EN ESTOS PROGRAMAS %N PRIMER LUGAR LOS ALUMNOS QUE TRIUNFAN EN ESTOS PROGRAMAS
TIENDEN A DISFRUTAR DEL APRENDIZAJE DE COSAS NUEVAS Y ADEMÉS LES GUSTA RELACIONARSE CON GENTE DE
DISTINTAS CULTURAS %N SEGUNDO LUGAR ESTOS ALUMNOS TIENDEN A TENER PADRES QUE APOYAN PLENAMENTE
EL PROGRAMA 3I LOS PADRES ENTIENDEN Y APOYAN LA MISIØN DEL PROGRAMA Y SUS OBJETIVOS ESTA ACTITUD
POSITIVA SE TRANSMITE A LOS HIJOS 0OR ÞLTIMO PARA TRIUNFAR EN ESTOS PROGRAMAS ES NECESARIO QUE LOS
MISMOS ALUMNOS ENTIENDAN Y APOYEN LA lLOSOFÓA DE LA EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA
$EBEN TENER EN CUENTA SOBRE TODO LOS ALUMNOS MONOLINGàES QUE ESTE TIPO DE EDUCACIØN EN
OCASIONES PUEDE SUPONER UN RETO Y QUE PARA TRIUNFAR EN EL PROGRAMA HAY QUE SER PERSEVERANTE Y
NO TENER MIEDO A HABLAR Y ESCRIBIR EN EL SEGUNDO IDIOMA
(AY INVESTIGACIONES QUE DEMUESTRAN QUE ALUMNOS DE DISTINTAS CLASES SOCIALES Y CULTURAS ASÓ COMO
ALUMNOS QUE TIENEN NECESIDADES ACADÏMICAS ESPECÓlCAS PUEDEN TRIUNFAR EN LOS PROGRAMAS DE
INMERSIØN RECÓPROCA (OWARD 3UGARMAN #HRISTIAN 0OR LO TANTO NO SE PUEDE DECIR QUE
HAYA UN TIPO CONCRETO DE ALUMNO QUE TRIUNFE O FRACASE EN ESTOS PROGRAMAS
z#ØMO PUEDEN LOS PADRES QUE TIENEN HIJOS EN PROGRAMAS DE INMERSIØN RECÓPROCA
INFORMAR A OTRAS FAMILIAS SOBRE LOS BENElCIOS QUE ESTOS PROGRAMAS LES PUEDEN
BRINDAR
(AY MUCHAS COSAS QUE LOS PADRES DE LOS ALUMNOS DE ESTOS PROGRAMAS PUEDEN HACER PARA INFORMAR
A OTROS PADRES SOBRE LOS BENElCIOS DE LA EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA 0OR EJEMPLO
DENTRO DE LA !SOCIACIØN DE 0ADRES Y 0ROFESORES SE PUEDE FORMAR UN GRUPO DE PADRES QUE SE
DEDIQUE A RESPONDER LAS PREGUNTAS DE PADRES INTERESADOS EN EL PROGRAMA !DEMÉS PUEDEN

0ARENTS 47) 1! 3PANISH 0!2%.4!, ).6/,6%-%.4
ORGANIZAR UN EVENTO ANUAL DEDICADO A LA TRANSMISIØN DE INFORMACIØN EN EL QUE LOS PADRES QUE
YA CONOCEN EL PROGRAMA ESTÏN DISPONIBLES PARA RESPONDER LAS PREGUNTAS DE AQUELLOS PADRES
INTERESADOS EN MATRICULAR A SUS HIJOS EN EL PROGRAMA EN UN FUTURO ,OS TESTIMONIOS PERSONALES SOBRE
LOS BENElCIOS QUE EL PROGRAMA HA APORTADO A UN ALUMNO EN CONCRETO SON A MENUDO LAS MEJORES
PRUEBAS DEL ÏXITO DEL PROGRAMA
%N !MIGOS HTTPWWWCPSCICAMBRIDGEMAUSELEMENTAMIGOS UN PROGRAMA EN

#AMBRIDGE -! SE ANIMA A LOS PADRES A QUE INVITEN A SUS AMIGOS QUE NO TIENEN HIJOS EN EL
PROGRAMA A LAS lESTAS Y DEMÉS ACTIVIDADES QUE TIENEN LUGAR POR LAS TARDES O DURANTE EL lN DE
SEMANA 6ER CØMO FAMILIAS ENTERAS DISFRUTAN DE LAS ACTIVIDADES EXTRA CURRICULARES Y ESCUCHAR A LA
GENTE HABLAR EN DOS IDIOMAS ES MUY CONTAGIOSO Y SIRVE DE OPORTUNIDAD PARA OBSERVAR ALGUNAS DE
LAS VENTAJAS QUE OFRECEN ESTOS PROGRAMAS
/TRA MANERA EN LA QUE LOS PADRES INTERESADOS EN EL PROGRAMA PUEDEN APRENDER SOBRE LA EDUCACIØN
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PADRES A QUE VISITEN ALGUNAS CLASES INCLUYENDO CLASES DE *ARDÓN DE INFANCIA Y TAMBIÏN DE CUARTO O
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DE UN PROGRAMA DE EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA Y TAMBIÏN EXAMINAR SUS TRABAJOS
Y PROYECTOS ,OS PADRES QUE YA TIENEN HIJOS EN EL PROGRAMA PUEDEN SUGERIR QUE LA ESCUELA GUARDE
TRABAJOS EN AMBOS IDIOMAS DE ALGUNOS ANTIGUOS ALUMNOS PARA QUE LOS PADRES INTERESADOS EN
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TRAVÏS DEL TIEMPO
z#ØMO PODRÓAN LOS PADRES DE ALUMNOS DE PROGRAMAS DE INMERSIØN RECÓPROCA

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DE INMERSIØN RECÓPROCA

0!2%.4!, ).6/,6%-%.4 0ARENTS 47) 1! 3PANISH
%N PRIMER LUGAR LOS PADRES DEBERÓAN HACER TODO LO POSIBLE PARA QUE EL PROGRAMA SEA UN ÏXITO Y
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ALTO RENDIMIENTO ACADÏMICO DE SUS ALUMNOS 0OR LO TANTO ES IMPORTANTE SEGUIR MUY DE CERCA EL
PROGRESO ACADÏMICO Y LINGàÓSTICO DE LOS ALUMNOS INTRODUCIR CAMBIOS EN EL PROGRAMA PARA MEJORARLO
CUANDO SEA NECESARIO E INFORMAR PÞBLICAMENTE SOBRE EL PROGRESO REALIZADO
,OS PADRES PUEDEN HABLAR A FAVOR DE LOS PROGRAMAS DE INMERSIØN RECÓPROCA CUANDO PARTICIPAN
EN ACTIVIDADES DE LA ESCUELA Y DEL DISTRITO ESCOLAR 0OR EJEMPLO PUEDEN PARTICIPAR EN LOS COMITÏS
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Y HACER QUE SUS HIJOS HAGAN LO MISMO !DEMÉS PEQUE×OS GRUPOS DE PADRES COMPUESTOS TANTO DE
HABLANTES DE LA LENGUA MINORITARIA COMO HABLANTES DE INGLÏS PUEDEN CONCERTAR CITAS PARA HABLAR CON
ADMINISTRADORES DEL DISTRITO SOBRE LO QUE EL PROGRAMA SIGNIlCA PARA ELLOS COMO PADRES 0OR ÞLTIMO
SE PUEDEN ESCRIBIR CARTAS AL EDITOR DE UN PERIØDICO LOCAL PARA PROPORCIONAR INFORMACIØN SOBRE EL
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h6ER PARA CREERv MUCHA GENTE TIENE QUE VER CON SUS PROPIOS OJOS EL PROGRAMA EN FUNCIONAMIENTO
PARA PODER CONVENCERSE DE LOS BENElCIOS QUE ÏSTE APORTA ,A ORGANIZACIØN DE PADRES Y PROFESORES
DEBE ASEGURARSE DE QUE LOS MIEMBROS DEL CONSEJO ESCOLAR SEAN INVITADOS A PARTICIPAR EN EVENTOS
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LAS QUE LAS DOS LENGUAS ESTÏN PRESENTES
0OR ÞLTIMO LOS PADRES PUEDEN APOYAR EL TRABAJO DE LOS ADMINISTRADORES Y MIEMBROS DEL CONSEJO
ESCOLAR QUE APRECIAN LOS PROGRAMAS DE EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA Y AYUDAR A QUE
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ESTOS PROGRAMAS ,A OPINIØN DE PERSONAS QUE PIENSAN COMO UNO MISMO SUELE SER LA MÉS INmUYENTE
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DOS IDIOMAS !SÓ SE LOGRA EL DOBLE OBJETIVO DE GARANTIZAR QUE HAYA COMUNICACIØN DIRECTA CON LOS
PADRES Y POTENCIAR LOS OBJETIVOS DEL PROGRAMA
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EL DISE×O DEL PROGRAMA LA ADQUISICIØN DE LENGUAS EL DESARROLLO DE LA ALFABETIZACIØN EN DOS IDIOMAS
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CLASES DE ESPA×OL COMO SEGUNDO IDIOMA ,O IDEAL SERÓA QUE ESTOS DOS GRUPOS PUDIERAN REUNIRSE
PERIØDICAMENTE PARA PRACTICAR EL IDIOMA QUE ESTÉN APRENDIENDO CON PERSONAS DEL OTRO GRUPO QUE
HABLAN EL IDIOMA COMO LENGUA MATERNA
0OR ÞLTIMO LOS PROGRAMAS PUEDEN FOMENTAR LAS RELACIONES ENTRE EL HOGAR Y LA ESCUELA RECONOCIENDO
Y CELEBRANDO LAS EXPERIENCIAS Y DESTREZAS QUE POSEEN LAS FAMILIAS DE SUS ALUMNOS Y CONSIDERÉNDOLAS
UN RECURSO MUY VALIOSO A TRAVÏS DEL CUAL SE PUEDE ADQUIRIR INFORMACIØN ESENCIAL SOBRE LOS PROPIOS
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B LLAMA FUNDS OF KNOWLEDGE hFONDOS DE CONOCIMIENTOv LOS PROFESORES Y ADMINISTRADORES

PUEDEN VISITAR SUS HOGARES Y COMUNIDADES
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s (ACER DE VOLUNTARIO EN LA CLASE
s #OMPARTIR TALENTOS LINGàÓSTICOS O CULTURALES CON LOS ALUMNOS POR EJEMPLO MÞSICA BAILE
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s !SISTIR A TALLERES PARA PADRES SOBRE LA EDUCACIØN BILINGàE DE INMERSIØN RECÓPROCA
s 0ARTICIPAR EN EVENTOS SOCIALES ORGANIZADOS POR EL PROGRAMA
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s !YUDAR A RECLUTAR NUEVAS FAMILIAS COMPARTIENDO EXPERIENCIAS PERSONALES CON PADRES Y

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s %NCARGARSE DE LA SECCIØN DEL BOLETÓN INFORMATIVO ESCOLAR QUE TIENE QUE VER CON TEMAS
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s 0ARTICIPAR EN LAS EXCURSIONES QUE HACEN LOS ALUMNOS TANTO DENTRO DEL PAÓS COMO EN EL
EXTRANJERO
s -ANTENERSE EN CONTACTO CON OTROS PADRES DE FAMILIA QUE TIENEN HIJOS EN PROGRAMAS DE
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Y EL OTRO EL IDIOMA MINORITARIO PODRÓAN ENCARGARSE DE INFORMAR A OTROS PADRES DE MANERA
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CELEBRAR PRØXIMAMENTE %N ALGUNOS PROGRAMAS LOS PADRES HAN CREADO LISTAS DE CORREO
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DE ASUNTOS ,OS PADRES QUE NO TIENEN COMPUTADORAS EN CASA PUEDEN USAR LAS COMPUTADORAS
DE LA ESCUELA PARA PODER PARTICIPAR EN ESTAS CONVERSACIONES ELECTRØNICAS QUE TIENEN LUGAR EN
LOS DOS IDIOMAS ,OS PADRES SE AYUDAN MUTUAMENTE CON LAS TRADUCCIONES DEL CONTENIDO DE
DICHAS CONVERSACIONES

0ARENTS 47) 1! 3PANISH 0!2%.4!, ).6/,6%-%.4
s !POYAR EL DESARROLLO BILINGàE DE SUS HIJOS ASÓ COMO SU EMERGENTE APRECIACIØN INTERCULTURAL
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LOS QUE SE HABLA EL IDIOMA MINORITARIO Y OFRECIÏNDOLES OPORTUNIDADES PARA QUE PUEDAN
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z#ØMO PUEDO AYUDAR A MI HIJOA CON SU TAREA EN UN IDIOMA QUE NO CONOZCO z1UÏ
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CØMODO Y TRANQUILO PARA TRABAJAR EL TIEMPO SUlCIENTE PARA TERMINAR LA TAREA Y TODO EL MATERIAL
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MATERIAL PARA HACER PROYECTOS DE ARTE COMO CARTULINA PEGAMENTO CINTA Y MARCADORES DE COLORES
,OS PADRES TAMBIÏN PUEDEN HACERLES PREGUNTAS A SUS HIJOS EN SU LENGUA MATERNA DÉNDOLES ASÓ LA
OPORTUNIDAD DE EXPLICARLES LA TAREA EN DICHA LENGUA
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ES MEDIANTE UN BOLETÓN SEMANAL EN AMBOS IDIOMAS QUE SIRVA DE VÓA DE COMUNICACIØN ENTRE LOS
PROFESORES Y LOS PADRES %N ESTE BOLETÓN EL PROFESOR PUEDE DESCRIBIR LOS TEMAS QUE ESTÉN ESTUDIANDO
Y PROPORCIONAR UN RESUMEN DE LAS TAREAS DE LA SEMANA ASÓ COMO INCLUIR EXPLICACIONES DETALLADAS DE
LAS TAREAS MÉS COMPLICADAS QUIZÉS INCLUSO ALGUNOS EJEMPLOS QUE MUESTREN CØMO HACER LA TAREA
,OS PROFESORES TAMBIÏN PUEDEN EMPAREJAR A HABLANTES DE INGLÏS CON HABLANTES DEL SEGUNDO IDIOMA
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CORREO ELECTRØNICO /TRA ALTERNATIVA ES QUE EL PROFESOR O LOS PADRES VOLUNTARIOS HAGAN UNA GRABACIØN
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z1UÏ RECURSOS HAY PARA LOS PADRES DE ALUMNOS DE PROGRAMAS BILINGàES DE INMERSIØN
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TEST IN %NGLISH "E SURE TO EXPLAIN THAT ONCE STUDENTS UNDERSTAND A CONCEPT IN ONE LANGUAGE
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EQUITABLY IN BOTH LANGUAGE GROUPS AND TO ENSURE THAT ALL PARENTS HAVE EQUAL ACCESS TO INFORMATION
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WORKSHOPS
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(OME SCHOOL COOPERATION INVOLVES PARENTS PROVIDING A SUPPORTIVE LEARNING ENVIRONMENT AT HOME
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4HIS REPORT SUMMARIZES STUDIES ON PARENT ATTITUDES TOWARD BILINGUALISM AND TWO WAY IMMERSION AS
WELL AS ADDITIONAL LITERATURE ON PARENTAL INVOLVEMENT

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AND PARENT INVOLVEMENT AS WELL AS FACTORS SUCH AS PARENT BACKGROUND AND NATIVE LANGUAGE THAT
AFFECT INVOLVEMENT &INDINGS FROM HER STUDY OF PARENTS IN TWO TWO WAY IMMERSION SCHOOLS
DEMONSTRATED A CONNECTION BETWEEN LOWER SOCIOECONOMIC STATUSLOWER PARENT EDUCATION LEVELS
AND LOW PERCEPTIONS OF DISTRICT SUPPORT -OST PARENTS CONSIDERED PARENT INVOLVEMENT TO BE
IMPORTANT AND THAT IT WAS VALUED AT THEIR SCHOOL AND THE MAJORITY REPORTED HELPING IN OR OUT OF THE
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PARENT SATISFACTION LEVELS WITH THE PROGRAM WERE HIGH
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ADMINISTRATORS WERE DISTANT AND CONCERNED ONLY WITH ACADEMIC ACHIEVEMENT AND UPWARD MOBILITY
AND THAT THEIR OWN VALUES RELATING TO LEARNING NURTURING AND OVERCOMING OBSTACLES WERE DEVALUED IN
THE PLANNING PROCESS 4HE CONSEQUENCE WAS FRUSTRATION AND ANIMOSITY BETWEEN THE TWO GROUPS
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PROGRAM MODEL HOMEWORK THE USE OF THE TWO LANGUAGES IN THE PROGRAM THE AUTHORITY OF SCHOOL
PERSONNEL AND THE VALUE OF BILINGUALISM 4HE AUTHOR ALSO DESCRIBES EFFORTS TO SUSTAIN PARENT SUPPORT
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INmUENCED DECISION MAKING OVER TIME

2ATLIFF * , -ONTAGUE . 3 "OOK CHOICES FOR CULTURALLY AND LINGUISTICALLY DIVERSE #,$
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3PANISH DOMINANT OR BILINGUAL PARENTS A LARGE PERCENTAGE OF BOOKS THEY SELECTED TO READ TO THEIR
CHILDREN WERE IN %NGLISH BECAUSE OF THE ROLE THEY PERCEIVED OF THE DOMINANT LANGUAGE IN !MERICAN
SOCIETY
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! SURVEY OF PARENT VOLUNTEERS IN A DUAL LANGUAGE SCHOOL IN 0HILADELPHIA DEMONSTRATED A RANGE OF

MOTIVATIONS FOR VOLUNTEERING IN THE SCHOOL TO HELP THE TEACHERS AND THE SCHOOL TO ENSURE THAT
STUDENTS WERE BEHAVING APPROPRIATELY TO GAIN SKILLS AND SELF CONlDENCE AND TO EXPERIENCE THE
PERSONAL SATISFACTION ASSOCIATED WITH THIS SERVICE 0ARENTS PLAYED AN ACTIVE ROLE IN DEVELOPING AND
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COMFORT WITH THE STAFF THE LANGUAGE IN WHICH ACTIVITIES WERE CONDUCTED AND PARENT EDUCATION
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PROBLEMS PREVENTED PARENTS FROM SPENDING TIME AT THE SCHOOL 4HESE ARE ALL ISSUES THAT PROGRAMS
SHOULD ADDRESS IN ENCOURAGING PARENT PARTICIPATION

0!2%.4!, ).6/,6%-%.4 !DDITIONAL 2ESOURCES %NGLISH
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