Intitute Shows Advantages, Techniques of Successful Dual-Language Programs

By Editor Ken Harvey

More than 40 Washington schools have adopted the dual-language instructional model touted by Dr. Richard Gómez Jr., director of the Migrant and Bilingual Education Programs at the Office of Superintendent of Public Instruction (OSPI).

Dr. Gómez recently accepted a position with the University of Texas, Brownsville, where he hopes to expand his efforts in dual-language instruction by developing a teacher preparation program leading to teacher certification in "Dual Language."

One of his last efforts with OSPI was to meet with educators at the state’s Second Annual Dual Language Institute, hosted this year by Educational Service District (ESD) 123 in the Tri-Cities.

Dual-language instruction involves:

Dr. Gómez frequently quotes the landmark research on bilingual instruction conducted by Virginia Collier and Wayne Thomas over the past 20 years, which shows that dual-language instruction not only surpasses all other methods of English as a Second Language (ESL) instruction, but that scores on nationalized tests the students take later in high school surpass those of native English speakers taught in regular English-only classrooms.

In one of their most recent research updates, published in the NABE Journal of Research and Practice (Winter 2004, available on the Internet at http://njrp.tamu.edu/2004.htm), the researchers note that since 1985 they have analyzed over 2 million records of ESL/bilingual students collected from school districts in all regions of the U.S.

Their research is extensive enough now that they can predict outcomes of not just various ESL/bilingual models, but different methods of dual-language instruction, including 50:50 and 90:10 approaches, they explain.

"We have now analyzed enough data from four major variations of dual language to illustrate the annual expected gain for each. These four variations are one-way 90:10, one-way 50:50, two-way 90:10, and two-way 50:50," Collier and Thomas write in the journal produced by the National Association for Bilingual Education (NABE). One-way dual-language programs, they explain, is when one language group is being schooled through two languages. This method is employed in situations where children of two language groups do not match up in comparable numbers, but some of the students – such as Latino children growing up in America – have already begun learning both languages.

"In Figure 5, we have included the annual gain expected in NCEs [Normal Curve Equivalents] for each dual language variation on the norm-referenced test in English, the annual effect size, and the percentage of the academic achievement gap in second language that has been closed by the end of fifth grade for English learners who had no proficiency in English when they began the dual language program in kindergarten," the researchers wrote. "Two-way 90:10 programs reach the highest levels of achievement in the shortest amount of time, and one-way 50:50 programs need continuation of the program throughout the middle school years to completely close the achievement gap in English. All four dual language program variations reach much higher achievement levels than transitional bilingual programs."

All of their research continues to verify the six-line comparative outcomes chart first published in 1997 (see Figure 6). The researchers wrote in the recent NABE Journal: "Our six-lined Figure illustrating our longitudinal findings when comparing the effectiveness of six program types for English learners (Figure 6 in Thomas & Collier,1997, available on the Internet) continues to be confirmed as we place the results from each succeeding data set from each program evaluation that we conduct into the overall picture of program effectiveness.

"Both one-way and two-way bilingual programs lead to grade-level and above-grade-level achievement in second language, the only programs that fully close the gap. … With the stimulus of native-English-speaking peers in two-way bilingual classes, groups of English learners typically reach grade level achievement in second language by 5th or 6th grade, reaching an average of … the 70th percentile by the 11th grade," according to the report.

"This is truly astounding achievement when you consider that this is higher achievement than that of native-English speakers being schooled through their own language, and who have all the advantages of non-stop cognitive and academic development and socio-cultural support. … English learners can outpace native-English speakers year after year," they conclude.

But dual-language students don’t just excel in both languages. Dual-language students also excel in math and other subjects. They also are more likely to have positive self-attitudes, positive attitudes toward education, stay in school, and go on to college.

"The research in the Collier study and now 20 years of studies of empirical data tell us which way to go," says Dr. Gómez. "The nice thing about two-way bilingual programs is that they are also going to reach a lot of kids who are not doing well in our schools who are NOT English language learners."

The research on dual-language programs comes at a good time, he says.

"Your school districts are being bombarded by AYP (annual yearly progress), No Child Left Behind, school improvement – and the bar is rising every year. You have to consider graduation rates, dropout rates, and you have diplomas in 2008 being impacted by how kids do on the state WASL test. All kinds of things are coming your way," Dr. Gómez says.

"Dual-language addresses many of the factors that contribute to dropout rates. In our state we have a large dropout rate among Hispanics, hovering around 50%. At the state level, we did not make AYP in graduation rates – we were one percent below the goal of 66%. That was the first year out, and that rate is supposed to go up every year. So how are we going to do it?" he asks.

"We need to think out of the box a little bit. If we do more of what we’ve been doing, we will get more of the same results. So we have to look at alternative pathways, and we need to look at the research to guide us. And there is no time to waste," Dr. Gómez says.

He says state Superintendent of Public Instruction Terry Bergeson wants to have a two-year phase-out of the ESL pull-out programs that still dominate Washington schools.

"We know from the research, they just don’t work," Dr. Gómez says. "IF the students are still in school, they end up way behind – and the truth is, most them will drop out. We know from the research this doesn’t work, so we don’t want to waste our time trying to make it work."

He says schools need to look at the long picture.

"It cannot be about the short picture, about two or three years. You have to keep the faith and think about the long run. If you stick with dual language programs for seven years, that’s when the payoff comes," he says.

Dr. Gómez notes, "When I got here 4½ years ago, we had one dual-language program in the state. Now we have 40. The reason why is very, very clear, as you see from the research. We tell schools to look at the research, ask the questions and get the answers. That’s why these schools are going to the dual-language program, because the research shows that is the way."

But Dr. Gómez says he promotes dual-language immersion programs NOT because they are the best way to teach English as a second language.

"I always talk about the superior academic program. Yes, they have wonderful side benefits – bi-literacy among them, self-esteem, wonderful bonus benefits," he says. "But, quite frankly, it wouldn’t work if the students weren’t doing well academically – especially if English-speaking kids were not having academic success. Then it simply would not be replicated across the country. But they do have academic success, plus all these incredible side benefits."

Dr. Gómez notes one Texas school that recently went from 57% to 80% in its average English reading scores the first year the dual-language program reached third grade. Mathematics went from 66% to 81%. The next year’s third-graders did even better -- 84% in reading and 86% in mathematics. And with the third set of dual-language students, reading jumped again to 87% and math leveled off at 86%.

"Think about it. This school was already just a little above the state average of 55%, but in three years they made a 30-point jump in reading," Dr. Gómez says. "I’m not saying we will see 30-point jumps in Washington. The WASL is a little tougher than the Texas test. But where have you seen a 30-point jump on any state assessment in reading and mathematics?

"And remember, the true payoff doesn’t come until fifth grade and beyond," he says.

DUAL-LANGUAGE EXPERT ATTENDS INSTITUTE

Dr. Kathryn Lindholm-Leary, a professor of child and adolescent development at San Jose State University, is recognized in the Collier-Thomas report as having accomplished the most extensive comparative research of California’s dual-language programs. She also spoke at this summer’s Dual Language Institute in Kennewick.

"So when you have students who are bilingual, bi-literate, and possess multicultural competencies that we can provide for them in dual-language programs, then they will have the job skills that will enable them to take advantage of more career opportunities," says Dr. Lindholm-Leary.

"There is another rationale for language education that is important to consider, as well," she says. "Research on bilingualism that has been done in the past 30-40 years shows that students with high levels of bilingual proficiency have elevated levels of academic and cognitive functioning. Bilingual students are able to access more information because they have learned skills in two languages."

Dr. Lindholm-Leary says the goal of the dual-language programs, also known as two-way immersion, is that all students will have high levels of bilingual proficiency at or above grade level in both languages. And they will also have achievement in the content areas at or above their grade level.

"We have 20 years of research specifically on dual-language education, which shows that native English language students and English language learners who develop bilingual, bi-literate and bicultural skills do achieve at or above grade level in both languages, and they develop a high sense of self and positive attitudes toward school," she says.

Dr. Lindholm-Leary has analyzed data from 22 schools, most of which are Spanish-English programs, including over 10,000 students, grades K-11. Twenty of the schools use the 90:10 program, and two schools use the 50:50 program. The 90:10 program is more common in California, she notes. Between 78 and 90 percent of the English language learners (ELLs) are low income in the free lunch program.

According to tests administered by the State of California, native English students in the 90:10 program outscore the students in the 50:50 program in their Spanish reading level in second grade, as would be expected since they are spending 90% of their day in Spanish, Dr. Lindholm-Leary says. But by the time they get to the fourth grade, both sets of students are reading at grade level in Spanish. By sixth grade both groups are scoring above grade level in Spanish reading, and by the time they reached eighth grade, both groups are scoring well above grade level in Spanish.

"The native English students are definitely developing high levels of reading skills in Spanish," says Dr. Lindholm-Leary.

In standardized English reading tests, by third grade, students in the 90:10 program are scoring slightly higher than the California state norm. Students in the 50:50 programs are scoring higher than grade level.

"By the time we get to about sixth grade, native English speakers in the dual-language program [even those in the 90:10 program that emphasizes Spanish during the first 2-3 years] score very similarly in English reading as other native English speakers across the state who have been instructed only in English throughout their education," she says. "And by the time you get to seventh and eighth grades, the students in dual-language programs are scoring much higher than their native English-speaking peers in English reading."

"In looking at English achievement tests for English language learners, by the time they get up to the sixth, seventh and eighth grades, the students in the 90:10 program have made progress over time to where they are reading at grade level in English, compared to their ELL peers [not in dual-language programs] who are reading way below grade level in English," Dr. Lindholm-Leary says.

Students in the dual-language programs also do well in mathematics, she says.

Looking at eighth-grader scores in math, Dr. Lindholm-Leary notes 20% of the ELL students in dual-language instruction are rated proficient or advanced in math, compared to 24% of all native English speakers across the state. But 42% of the native English students in dual-language programs are proficient or advanced – nearly double the state average among native English students.

The California researcher also finds that attitudes in all dual-language programs are very positive.

"We’ve followed students through high school. They feel that learning in two languages helps them do better, makes them smarter, makes them more confident, helps then think better, they enjoy learning in two languages, and they feel valued," Dr. Lindholm-Leary says.

"We see that students in dual-language programs are less likely to drop out of school and more likely to say they want a college education. Most of them want to attend a four-year college, as opposed to technical training. Most of them feel they are ahead of their peers academically because of the dual-language program," she continues.

Other educators involved with dual-language instruction shared their expertise at the Dual Language Institute, as well.

Maria Chavez, a bilingual education instructor at University of Texas – Pan American, told educators they need to be very efficient with their time in a dual-language program.

"We want to take almost a business philosophy," she says. "Not in the way we treat people, but our time is very limited, and we need to employ strategies that have high payoff."

Irasema Gonzalez, an instructor in early childhood and bilingual education at University of Texas – Pan American, said in preschool and kindergarten dual language programs, "you must employ many informal strategies."

She suggested integrating subjects. For example, a music class can be used to teach children to listen for differences in sounds – leading to greater phonemic awareness, which is a predictor of reading success.

Ms. Gonzalez also encourages "read alongs," but says educators must select appropriate material and prepare well because the "experience must be engaging."

Another way to teach phonemic awareness is to change every student’s name for a day by changing the first letter of each name, she teaches.

Ms. Gonzalez encourages the creation of individualized learning centers, which allow for more student choice.

She also teaches the use of journals, even in kindergarten. At that age, the student may start by just drawing pictures and explaining them to the teacher. The teacher at that level can take dictation from the student and write something on a sticky note for the student to transfer onto the page.

In other journals, the teacher requires the student figure it out, perhaps sounding out a word slowly to help a student consider how a word might be spelled phonetically. Journals, she notes, teach students that writing has a purpose. And the journal becomes a running journal of the students’ progress.

"Sometimes we don’t know what they wrote," says Ms. Gonzalez. "Rather than insult them, we ask them to read it to us."

There are different types of journals, such as personal journals, science journals where they record the results of different experiments, math journals, and response journals where students respond to questions you ask about different literature.

A key aspect of a dual-language classroom is to break down inhibitions, Ms. Gonzalez teaches. In the early years, students should be able to respond to questions in whatever language they feel most comfortable. Just understanding the question in their second language is a good sign.

Strategies should be developed to encourage risk-taking in the second language she says. "The more non-threatening the environment is, the faster the children will become bilingual."

Ms. Gonzalez collects lots of photos to bring to class. "Photos stimulate the use of words," she says.

With her own photos, she has students help classify them. She also asks students to collect pictures to bring to class. Pictures can be put in sequences to encourage storytelling, she says.

"Having students bring family photos shows that you value home experiences, and it extends learning into the home," Ms. Gonzalez says.

She takes lots of pictures, from the unique to the mundane. She may take a series of photos of someone making tamales, for example, to use in the classroom.

Ms. Gonzalez also uses a technique she calls "environment print," where she asks students to bring labels they can read. She then posts them on an "I Can Read" Board.

"Everything we see around us we can use to teach reading," she says.

She encourages teachers to label essentially everything in the classroom and to refer to the labels regularly.

Ms. Gonzalez also creates mailboxes for each child in her class. She won’t let students social talk in class, but they are allowed to write each other notes and put the notes in the other person’s mailbox.

She likes to use flannel boards to help tell stories, and then encourages children to retell the stories or to tell their own stories.

And Ms. Gonzalez likes to use a lot of songs and chants.

"Children are naturally born with rhythm," she says. "We need to use singing to teach them reading."

They are also natural at playing. That, too, can be used effectively in a classroom.

Another presenter at the Dual Language Institute was Ken Major, who has been a teacher, assistant principal and principal at a successful dual-language school in Las Cruces, N.M. He suggests schools hold "accountability assessment meetings."

The meeting includes a teacher, the principal and other administrative and specialized staff, as available.

"You meet with each teacher and talk about every individual student in the class," he says. "If they are not achieving individually, you ask the question, ‘Why?’ And you begin to brainstorm and figure out how to intervene."