progreso isd bilingual program models - region one esc · bilingual program models bilingual...
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UNDERSTANDING BILINGUAL EDUCATION PROGRAM MODELS WS#132563
REGION ONE EDUCATION SERVICE CENTER
KARINA E. CHAPA, M. ED
LANGUAGE PROFICIENCY, BILITERACY AND CULTURAL DIVERSITY DIRECTOR
@ESC1BILINGUAL @BILINGUALPRIDE
©2019 REGION ONE EDUCATION SERVICE CENTER
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INTELLECTUAL PROPERTY STATEMENT
All materials, content, and forms contained in this training/presentation are the intellectual property of the Region One Education Service Center and are intended for use by session participant at the classroom, campus, or district level only. Materials are to be used “as is”
without modification.
Materials may not be used for personal benefit or financial gain or for use outside of the school system.
www.esc1.net│facebook.com/RegionOneEducationServiceCenter│twitter.com/RegionOneESC
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SESSION OBJECTIVES
Content Objective
¡ Today I will analyze the second language acquisition process and the impact of different bilingual program models in the education of English Learners.
Language Objective
¡ Today I will discuss with my peers the second language acquisition process and I will share the differences and similarities among different bilingual program models.
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LANGUAGE POWER
“Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning”.
David Corson, 1999
Cognitive
SocialAffective
LANGUAGE=
IDENTITY
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BICS VS CALP
Basic Interpersonal Communication Skills
Cognitive Academic Language Proficiency
1-3 years
5-7 years
J. Cummins (1981)
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TRANSFER OF CONCEPTS
BICS L2
1-3 years
BICS L1
1-3 years
CALP L1+L2
5-7 years J. Cummins (1981)
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MY LANGUAGE PROFILE IN 1999
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BICS L2
1-3 years
BICS L1
1-3 years
CALP L1+L2
5-7 years J. Cummins (1981)
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MY LANGUAGE PROFILE IN 2019
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BICS L2
1-3 years
BICS L1
1-3 years
CALP L1+L2
5-7 years J. Cummins (1981)
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YOUR TURN!
CALP L1+L2
BICS L2BICS L1
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RESEARCH FINDINGS
The stronger academically and cognitively the L1, the stronger the L2.
The weaker academically and cognitively the L1, the weaker the L2.
W. Thomas and V. Collier (2009) Pg. 37 - Figure 4.4
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THE EFFECTIVENESS OF BILINGUAL PROGRAM MODELS:
LONGITUDINAL STUDY BY THOMAS AND COLLIER
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BILINGUAL PROGRAM MODELS
Bilingual Education
Subtractive ( - )
Submersion Early Exit
Additive (+)
Late Exit Dual Language
One-Way Two-WayChapter 89, Jigsaw/Frayer Model
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FRAYER MODEL
Early Exit Late Exit
One-Way DL
Two-Way DL
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BILINGUAL EDUCATION ALLOTMENT: STATE BILINGUAL FUNDS
Early Exit Late Exit
One-Way DL
Two-Way DL
©2019 REGION ONE EDUCATION SERVICE CENTER
10%BEA for EL$616
10%BEA for EL$616
15%BEA for EL$924
15%BEA for EL$924
5% for EP$308
$
$
$
$
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BIG PICTURE
Elementary Dual Language (PK-5)LOTE Spanish I Credit at the end of 5th GradeorEarly Exit/Late Exit
Middle SchoolDual Language (6th-8th)Spanish II/II AP Spanish Language AP Spanish LiteratureSpanish Content Area(s)orESL and maybe Spanish I/II
High SchoolArts and Humanities EndorsementBiliteracy SealSpanish Content Area(s) if DLOther Advanced CoursesPerformance Acknowledgement in Bilingualism and Biliteracy
©2019 REGION ONE EDUCATION SERVICE CENTER
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ACADEMIC + LINGUISTIC PROFICIENCY
STAAR
TEKS
TELPAS
ELPS
STAAR – TELPAS RELATIONSHIP
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TELPAS DOMAINS
10%
10% 50%
30%
2nd-12th Online
25%
25% 25%
25%
©2019 REGION ONE EDUCATION SERVICE CENTER
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TRANSITIONAL BILINGUAL MODEL SAMPLE
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MIL GRACIAS¡MilGracias!KarinaE.Chapa,M.Ed.
LanguageProficiency,Biliteracy
andCulturalDiversityDirector
RegionOneESC
Twitter@esc1bilingual@bilingualpride
©2019 REGION ONE EDUCATION SERVICE CENTER