Speak English? ¿Habla Speak English? ¿Habla Español? A Bilingual Model in Español? A Bilingual Model in

Higher Education Higher Education

June 12, 2004San Diego, California

Viviendo la experienciaViviendo la experiencia

Dual Language Discipline Dual Language Discipline Based Immersion ModelBased Immersion Model

WHY THIS MODEL?

Reasons

• The Corporate World

• The Students’ Perspective

• The Need in Florida• Literature &

Research

The Corporate World

• Nine corporations were interviewed. These corporations represented the following areas: tourism/hospitality, health services, technology, business administration, technology, and education. – Strong recognition of the influential role of Hispanics in the

city. – Focus on the Hispanic workforce was strongly supported. – English language deficiencies in areas of professional

training were holding back the advancement of many Hispanics in their organizations.

The Students’ Perspective

• Four focus groups– 24-49 age group– attempted at least 24 college credits but did not

earn a college degree. – Puerto Rican (2 groups)– other Hispanic (1)– non-Hispanic (1)

The Students’ Perspective

Outcomes:• Language support in terms of bilingual

instructors.• An exciting, innovative, dynamic approach, with

small groups• Job relevance in terms of instructors who have

been in the field and curriculum that is applicable to the job.

The Need in Florida

• Hispanics who are fluent in Spanish and English earn significantly higher incomes and are less likely to live in poverty than those that speak English only.

• Difference averages $7,000.00 more per year than their English-speaking counterparts.

• Corporations cannot find enough fully proficient bilingual employees.

University of Florida, University of Miami, and the Florida Department of Education joint project shows:

Literature & Research

• What is bilingualism?–Gifted?–Poor – uneducated?–Speaking two languages?–Need to be mainstreamed ASAP?

Literature & Research

• A person who is close to two monolinguals in one should be considered bilingual.

• Bilingualism is viewed as a human condition that makes it possible for someone to function, at some level, in more than one language. (Valdes, n.d., Rosenberg, 1996).

Literature & Research

• History–Lau vs. Nichols (1973)

• Equal access to education –Created two categories: Subtractive

and Additive Bilingual Models

Subtractive – Transitional Bilingualism• Subtractive Bilingualism:

– learning a second language interferes with the learning of the first language.

– second language replaces the first language. • Transitional- Instruction in the student's native

language along with intensive English (ESL) instruction.

– Transitional bilingual programs view students who have another language as a "problem" (Westchester Institute for Human Services Research, n.d., Stephens, n.d., Mora, Wink & Wink, 2001).

Why not transitional?

• Against global community and market place. • Workplace needs people with more language skills:

– influx of immigrants to the United States– global economy has pushed corporations, industry and business

to seek outside markets (Westchester Institute for Human Services Research, n.d.).

• Having more than one set of language skills gives a person a competitive edge when seeking employment or interacting in the global market. Being able to interact in a multicultural society enriches one's life with purpose and meaning.

Why not transitional?

• Cultural alienation and uncertainty often result (Valdes, n.d.).

• Shoebottom (2001) – “We should do everything we can to demonstrate to

non-native English students that their cultures and languages are equally as valid and valued as the Anglo-American culture and English language that inevitably dominates . . . school life. Teachers and departments should explore every possibility to incorporate the different cultural backgrounds of . . . students into their daily teaching and curricula.” (p. 1)

Additive Bilingualism

• Learning a second language does not interfere with the learning of the first language.

• Both languages are developed. • The second language may be learned either

during or after primary language development.– Dual language bilingual education

• bilingual immersion• two-way immersion• dual language instruction • developmental bilingual education.

Why Dual-Language?

• Dual language bilingual programs develop social and academic language. (Krashen, 1991; Sosa, 1993; Genesee, 1987; Harley, et al., 1990).

• Dual language bilingual programs are effective in developing academic competence in all of the students.

Research

• Lindholm and Gavlek (1994) found that student achievement on several standardized tests demonstrated academic progress as well as fluency in both languages.

Research

• Collier (1994) found that Hispanic students in five urban districts with dual language programs experienced more long-term educational gains than did students in other transitional bilingual or ESL programs.

Research

• Christian (1994) points out that cross-cultural interaction in dual language programs enhances the acquisition of the second language and builds a mutual respect among the students.

Research

• curriculum in dual-language programs is content based

• focuses on strong academic achievement in both languages.

• most often include experiential or hands-on activities, and peer interaction

• spirit of collaboration

Research

• Older adults studying a foreign language are usually learning it for a specific purpose: to be more effective professionally, to be able to survive in an anticipated foreign situation, or for other instrumental reasons (Knowles, 1980).

Research

• Adult learners need materials designed to present structures and vocabulary that will be of immediate use to them, in a context which reflects the situations and functions they will encounter when using the new language. Materials and activities that do not incorporate real life experiences will succeed with few older learners. (Lieb, 1991)

Dual Language Discipline Dual Language Discipline Based Immersion ModelBased Immersion Model

FIVE BASIC ELEMENTS

Development of both languages through coursework

• All bachelors require 9 to 12 credits in English and 9 to 12 credits in Spanish (1st and 2nd year college)

• Four-level language development sequence:– Immersion (non-credit): for persons with little or no language skills

– Developmental (Credit, not graduation requirement): persons with language skills not at college level

– First year (Credit, graduation requirement): equivalent to first year college requirements

– Second year (Credit, graduation requirement): Emphasis on reading and writing skills needed by bilingual professional

Placement testing of all applicants

• All tests are administered using computers for immediate grading and data collection

• Continuous testing to fit demands of accelerated program English:– Accuplacer

(College Board): selection of items targeted to model’s language curriculum

• Spanish:– SUAGM Placement test for native speakers

– S-CAPE for Spanish as a Second Language Speakers

Use of both languages in all content courses

• Modules– Specify language to be used in each workshop, assignments and evaluations

– Strictly follow 50/50 formula

– General information in both languages

– Workshops in the language that will be used in that workshop

• Faculty MUST use Monolingual Delivery• “Sheltered environment” for students

– May ask questions in language of choice but will get answers in workshop language

– Assignments and evaluations MUST be in the language specified

Computerized language lab for skill development

• Open language and basic skills development computer lab for all students

• Faculty may arrange to bring their classes for certain lab periods, as needed

• Exercises developed in-house complemented by other software

Bilingual faculty and staff

• All faculty must be bilingual, including those teaching language courses

• English and Spanish exercises incorporated into faculty assessment process

• Staff must speak, read and write both languages

• Faculty and staff model a bilingual professional and provide “sheltered environment”

• Continuous Professional Development

The Orlando ExperienceThe Orlando Experience

Activities, Accomplishments and Lessons Learned

Recruitment Prospects

Concept Total

Total Prospects 2,462

OrientationSessions

90

Total StudentsOriented

1,813(73.6%)

Enrollments

2004-022004-01Institution

251152

5344

3229

336225

- Headcount by Institution-

Programs Offered - Bachelors

• Business Administration– Management– Accounting– Marketing– Computers

• Elementary Education• Criminal Justice• Tourism• Administrative Secretary• Health Services Management

Programs Offered - Masters

• Teaching of English as a Second Language• Business Administration

– Management– Human Resources

Retention Rates

• Universidad del Turabo – 84%- undergraduate 83%- graduate 84%

• Universidad Metropolitana – 68%- undergraduate 65% - graduate 80%

• Universidad del Este – 65.5%• Metro Orlando University Center – 78%

- by institution and levels-

Academic ServicesFaculty• Certified Faculty

– Evaluated: 126– Certified: 68 (54%)– Evaluation workshops 4

• Academic Background– Doctorates: 6– MD: 3– JD: 3– Masters: 56

• Average Yrs. Of ProfessionalExperience 16

• Workshops: - Professional Development 18

– Attendance 365

• 733 tests administered through ACCUPLACER 1st. Year English 465 63% Developmental I 107 15%

Developmental II 80 11% Immersion 81 11%• 660 Spanish tests administered through UT placement

testDevelopmental 440 67%1st Year Spanish 220 33%

• 24 tests administered through S-CAPE Developmental 3 12%

1st. Year Spanish 21 88%

Placement: English and Spanish Testing

Student Services Counseling

• Total students served 468Academic counseling 189

Personal counseling 101 Enrollment issues 150

Harrinton O’shea Test 28

Student survey results

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Student survey results-faculty (2004-01)

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EVALUATION

New Programs - September 2004

• 13 new programs for a total of 25• Associate Degrees

– Web Design– Paralegal– Medical Secretary (Medical Billing and Coding)– Engineering in Quality Control– Banking Operations

New Programs - September 2004

• Bachelors– Psychology– Entrepreneurship– Paralegal– Secondary Education – Mathematics

• Masters– Guidance and Counseling– Computer Information Systems– Criminal Justice

What is AGMUS Ventures?What is AGMUS Ventures?

WHO ARE WE?WHAT DO WE DO?

What is AGMUS Ventures?

• Joining of resources and expertise of Ana G. Méndez University System (AGMUS) and New Ventures of Regis University

• Incorporates AGMUS and Regis missions, visions and values

• AGMUS Ventures designed to develop educational services and products with four key characteristics-– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin America

Our Mission

AGMUS Ventures is a corporation organized for the development of accelerated bilingual –Spanish/English– adult higher education programs, and for the delivery of those programs to adult learners throughout the Americas.

This mission is accomplished by:• Creating educational products and services designed to meet

the needs and expectations of the community and target clientele.

• Facilitating access to quality higher education.• Establishing educational facilities to serve specific markets.• Developing strategic partnerships with other educational

entities.

Services and products

• Develop new sites for implementation of our bilingual education model

• Administrative services for institutions wanting to develop this model at their sites (SUAGM, Regis or other institutions)

• Licensing and consulting agreements for adaptation and implementation of the model: feasibility studies, marketing, staff and faculty development, others

• Develop materials needed for implementation of the model

A glimpse of who we are and A glimpse of who we are and what we do…what we do…

Questions and AnswersQuestions and Answers

¡GRACIAS!