Q2 Creating a Chinese Dual-language Program Collaboratively

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Creating a Chinese Dual-language Program Collaboratively (Q2) Speakers: Eleanor Liu, Ellen Park, Angela Wang


<ul><li>1.Creating A Chinese-English Dual Language Program Collaboratively NCLC Conference PresentationApril 24, 2010 Presenters: Ellen Park, Principal, Wedgeworth ElementaryAngela Wang, Teacher, Cedarlane Middle SchoolEleanor Liu, Teacher, Wilson High SchoolHacienda La Puente Unified School District, Californiahttp://sites.asiasociety.org/nclc2010/?p=39 1 </li></ul><p>2. Mandarin ChineseDual Language Programs at Wedgeworth ElementaryPrincipal: Ellen ParkCDLP Teachers:Mi-Li Au Yeung &amp; Christine Lin2 3. ELLEN PARK,PRINCIPAL 24 Years as an Educator: Principal at Wedgeworth Elementary since 2007 Educator at LAUSD for 21 Years: Assistant Principal for Pre K- 5 at Wilton Place (Korean and Spanish Dual Language Programs) Bilingual/English Learners Coordinator Title VII/Dual Language Coordinator 14 Years as a Classroom Teacher,including the Korean DLP Classes Active Leader in the Community 4. 4 5. HLPUSD: The largest school district in the San Gabriel Valley, serving more than 79,000 students with 32 schools CA Distinguished School &amp; Honor Roll Awards K 5 with 295 Students (from 235 in 2008) 74% E.L. Students 52% Asian (111 Chinese-Americans) 34% Hispanic/Latino 6% Caucasian 8% Other (Filipino, Pacific Islander, Korean, Etc.) Non-Title I School 1 Special Day Class (Autistic), Speech,Dr. Barbara Psychologist &amp; RSP ProgramNakaoka, Superintendent5 6. 2009 2010 Slogan: Team Up for Excellence! Team up to meet and exceed the expectation that all kidscan/must learn and excel.Visit Our School Website:www.hlpusd.k12.ca.us/wedgeworth6 7. SOARING TO 2008 API: 930 HEIGHTSAPI: 919!NEW2009WITH API!2008 Goal: 9507 8. 8 9. WEDGEWORTH MANDARIN CHINESE-ENGLISHDUAL LANGUAGE PROGRAM HowIt All Started Present Future9 10. How do weHISTORICAL BACKGROUND know this isthe best forof Dual Language Programsour kids? DLPs have been in existence for 50 years in the U.S. and in Canada. During the mid-1960s, Dade County Public Schools in Miami, FL, developed two 50/50 Spanish DLPs. In the 70s, programs were formed in 3 other districts Washington D.C., Chicago and San Diego, CA . As of 2009, there are over 340 DLPs throughout the nation. DLPs are found in 29 of the 50 states. They are offered in 8 languages: Spanish, French, Cantonese, Korean, Navajo, Japanese, Mandarin and German Approximately 200 schools implement a DLP in California (89 districts; 5 languages): http://www.cal.org/twi/directory (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)10 11. How do weARE DLPs SUCCESSFUL?know thisis the best Thomas and Colliers Study for our kids? Study focused on educational programs was published by Thomas and Collier in 2002 from their research in 1996 to 2001. It focused on student outcomes from 8 major different programs for English Learners: English mainstream, ESL taught through academic content, 50/50 Transitional Bilingual Education, 90/10 TBE, 50/50 One-way Developmental Bilingual Education, 90/10 OWDBE, 50/50 Dual Language Education &amp; 90/10 DLE. Key Research Findings: Students in the dual language program significantly outperformed their comparison groups in other educational programs. CST Data: Higher ELA and Math Scores on CST Testing(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 11 12. How do weARE DLPs SUCCESSFUL? know this is the bestOther Research Findingsfor ourkids? Native language proficiency is a powerful predictor of the rate at which second language is acquired. (Hakuta, 1990) -DLP Implication: Students in a DLP make more rapid progress in second language acquisition than their peers in other educational programs. Even though there is no age limit in the acquisition of a second language, it is ideal to begin foreign language instruction at elementary school. (Schwarze, Curriculum Commissioner, CDE) -DLP Implication: Students in a DLP start acquiring second language oral and written skills along with their first language beginning in Kindergarten. (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 12 13. How do weARE DLPs SUCCESSFUL?know thisis the bestfor ourOther Research Findings, Continued kids? Developing proficiency in 2 languages is associated positively with greater cognitive flexibility and awareness of language, which contributes to academic achievement. (Cummins, 1996) -DLP Implication: Students in a DLP attain high levels of literacy in both English and another language since learning a new language develops critical thinking skills specific to language studies. Skills and knowledge learned in the native language transfer to English and vice versa (Krashen). -DLP Implications: All subjects are taught in both languages; All students receive instruction in L1, daily; No repetition of content; No translation; Skills are transferred globally skills and knowledge learned in one language transfer to another language.(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)13 14. Is ThisWhat We ReallyWant for Our Students? Bilingualism:High levels of proficiency in English and Mandarin Chinese Bi-literacy: High levels of academic proficiency in English and Mandarin Chinese Multicultural Competence: Understanding of different cultures and develop positive inter- group relations and self esteem. Teachers will acquire the knowledge to develop Chinese and English language proficiency. They will collaborate, plan, develop, organize, and train for enrichment programs, curriculum, computer technology, and assessments. Parents will be active participants in the education of their children 14 15. Creating CDLPCollaborativelyAt Wedgeworth,HLPUSD See It, Study It, and Believe It! Other Districts Successful DLPs &amp; Classroom Visitations Since 2008: Glendale USD, LAUSD &amp; San Diego USD Districts Full Support: Meetings with the Superintendent, Secondary School/Chinese Program Administrators, and the Board of Education Members Consultation by Dr. Ping Liu, CSULB Professor Adult Ed for After School Chinese Program Capacity/Recruitment: Excellent Teachers! (EdJoin &amp; District HR) Commitment from the Parents/Students: Meetings, Flyers, Orientation, Interviews, Assessments, &amp; Etc. Community: Reporters/Newspapers Hsi-Lai Temple UCLA for Donations and Future Projects15 16. Creating CDLPCollaborativelyAt Wedgeworth,HLPUSD Public Announcements: District-wide, Reporters, Community Newspapers, Flyers, Word of Mouth Pre-Enrollment Forms Come and Meet Our Teacher(s) and the Principal Day: Q &amp; A, Goals, Expectations, Interviews, Pre-Assessments for Students Sign Contract of Commitment Balance Number of Language Groups (50:50) Maintain a Waiting List Process Volunteer Forms and TB Tests Meet and Join the PTA 16 17. Kindergartenand 1st Grade Followingthe Dual Language Programs50/50 Program: Designed to develop and implement a Chinese instructional program for English-speaking/non- Chinese students. Chinese students maintain and develop primary language skills while serving as role models for the English speaking students in the program. 50% English &amp; 50% Traditional Mandarin Chinese Instructions 50% Mandarin Chinese-speaking &amp; 50 % Non- Chinese/English-only Students Promoteacademic excellence and competency inall subjects17 18. How Would ItHelp OurStudents, School, District, andCommunity? Students will: Become Bilingual, Bi-literate and Bicultural at the End of 5th Grade Learn to Speak, Read and Write in English and Mandarin Chinese Achieve Higher Academic Achievement Become Critical and Creative Thinkers Develop Friendship and Increased Cultural Sharing and Understanding Meet Language Requisites for High School, IB Program and University Have Increased Job Opportunities in the Future/Become Global Leaders 18 19. Other: Build and Strengthen K-12 Collaboration Capacity-building Professional Development Strong Support and Collaboration from Both English-only and Chinese-speaking Parents Increased Parent and Community Involvement Increased Enrollment Visit Us! CDLP Sample Flyer on Our Website: http://www.hlpusd.k12.ca.us/wedgeworth19 20. What are We Using ThatWorks? Follow the Same State and District Standards Language Arts: Houghton Mifflin Chinese Book Adoption Mei Zhou Hua Yu,Chinese Language Arts in America (Visited by thePublisher/Author; New Kinder Curriculum) Math: Harcourt Brace &amp; Teacher-Developed Materials Social Science: Scott Foresman Science: Scott Foresman Character Education by WestEd &amp; GATE Programs Standards-based Assessments &amp; Report Cards in Both Languages: Teacher-Created and Dr. Ping Liu, CSULB Professor/Advisor for ASLA in 09 20 21. 2 Classes: 1 Kindergarten : Full Day; 20 Students 1 First Grade : 20 Students Percent of Instruction in Each Language: 50/50 Students: 50% Mandarin Chinese; 50% Other21 22. 8:00-9:45 Chinese (Language Arts/Math /Science) *9:00-9:30Library (Wednesday) 9:45 10:05Recess/Snacks 10:05 10:30 English Language Arts 10:30 11:00 ELD/ELA 11:00 11:30 English Language Arts 11:30 12:20 Lunch 12:20 - 12:40 ELA 12:40 - 1:30Math/Science/Social Science/Art/Too Good for Drugs/Char. Ed. *1:03 Thursday Early Dismissal 1:30 - 2:00 P. E. 2:00 2:11 Clean up/Dismissal22 23. 8:00- Chinese Language Arts 9:15- Math, Science, Social Studies &amp; Chinese Culture 9:15- Math 10:05 - Recess 10:25 - ELD 10:55 - English Language Arts 11:40 - Lunch 12:30 - English Language Arts 1:50- Science, Social Science, Too Good For Drugs, Art and P.E. in Chinese Total CLA time: 105+21=126 Total ELA time: 45+80=12523 24. AfterSchool Chinese Class/Extended Day Program: Every Tuesdays and Thursdays for 90 Min. Each Emphasis on Oral Language and Chinese Culture Culmination Activities Chinese New Years Day Assembly Computer Lab: Word Processing Intervention Programs Internet:E-mail to Schools inTaiwan and ChinaResearch Projects 24 25. Bilingual Instructional Aide/University Interns/ Parent Volunteers Homework/Intervention Programs (Teacher Volunteered Hours) 2:30 to 4:00 P.M. on Selected Days Homework Assistance and Intervention Summer School Programs for Chinese Language Arts and Cultural Activities: Partnership with the Youth Science Center on Campus So. CA Council of Chinese Schools and Loyola Marymount Super Institute After School Program Dismissal to 6:00 P.M. Homework, Chinese Instructions &amp; Tutoring25 26. Districts Training in All Subjects &amp; BTSA Training PLC Training: Data Analysis, Setting Goals, Implementing Action Plans, and RtI/Intervention Thinking Maps and Fetzer Writing Training with Dr. Ping Liu: Chinese Language Arts Standards Chinese Benchmark Assessments Progress Report Cards Best Practices in Math, Social Studies and Science Multicultural Activities Computer Instructions Chinese Conferences26 27. PTA and School Events Advisory Committee Members Parent/Community Meetings Parent Volunteer Programs and Appreciation Days Parent Center Parenting Education Classes ESL Distance Learning Programs27 28. CDLP Parent OrientationSTAR Reports/Standardized Testing Tackling the Homework Dilemma Communicating w/Your Childs Teacher /Your ChildGoal Setting and Time Management College Admission RequirementsSurviving the Adolescent Years Nutrition and Your Child Internet Safety Distance Learning ESL/Citizenship Education Data Chats &amp; Parent Conferences Surveys at the End of the Year28 29. Youth Science Center for Science, Computer Lab, &amp; Summer Programs Hsi-Lai Temple for Tutorial Programs, Chinese Classes for Adults and Students, &amp; Entertainment Chinese American Parent Association for Chinese Cultural Activities Greater Chinese Language Church for Donation CSULB, Loyola Marymount &amp; UCLA Sams Club/Wal-Mart for Grants Individual Donations to PTA Local Businesses for Donations29 30. Add More Classes/Up to 5th Grade+ Improve Instruction &amp; Materials Write Grants (i.e., FLAP) Continue to Partner Up!:Collaborate with Secondary Schools and UniversitiesOther Districts &amp;/Schools (USA/Abroad)CollegeBoard China Trip OpportunitiesBusiness/Community Partners Increase Teacher Training Opportunities Explore China/Taiwan for Students, Teachers and Parents 30 31. 31 32. What Next? 32 33. Grades: 6, 7, and 8 TheoryBasis: Stephen Krashens theoryof 2nd language development andacquisition 34 34. Communication Cultures Connections Comparisons Communities 35 35. 36 36. Silent Period/Beginning Early Intermediate Intermediate 37 37. This Wheel Chinese Language and Culture Program, a 12-week rotating schedule at Cedarlane Middle School will be on the following first two stages:Beginning and Early Intermediate stages where the teaching and learning of basic interpersonal and communications skills (the BICS) are focused. 38 38. Are the language skills needed for social situations. It is the day-to-day language needed to interact socially with other people. L2 Chinese learners of the Beginning Stage in my class receive BICS-content as comprehensible input.39 39. ni hao ! zao shang hao! ni hao ! zao shang hao! ni hui shuo zhong wen ma wo hui . ni ne ? wo ye hui . ni hui shuo ying wen ma wo hui . ni ne ? ni hui shuo xi ban ya wen ma yi dian dian . ni ne ? dui bu qi .wo bu hui . mei guan xi . 40 40. oni jiao shen me ming zi? owo jiao._____. oni ne ? oni ji sui?? owo 12 sui . ni ne oni ji nian ji ? owo 6 nian ji .ni ne ? owo 7 nian ji . 41 41. 42 42. Letthem know that making a mistake is part of the learning process. While this can easily facilitate a students language skill particularly of pronunciation and BICS skills.43 43. Mortar Word #9 Inform/tong zhi/ / Mortar Word #12 Paraphrase /shi yi// Mortar Word #13 Deduce/ tui lun // Mortar Word #14 Persuade/ shui fu// Mortar Word #16 Sequence/ xu lie// 44 44. 45 45. The Goal To better serve as a significant bridge for a consistent and coherent Chinese teaching and learning within the Hacienda La Puente Unified SchoolDistrict, California 46 46. 47 47. Presented by Eleanor Liu, Teacher 48. Our Chinese program started in 1989. Consideringthe need of scheduling of allcourses students have to take, and of theaverage number of students required forevery class on campus, we cannot offerdifferent classes for heritage studentsand non-heritage students respectfully. 49 49. The Chinese courses we offer areChinese 1,Chinese 2,Chinese 3, 3H,Chinese AP,Mandarin High Level , 1st year(literature),Mandarin High Level, 2nd year(composition). In total, we have 11 sessions, about 300 students. 50 50. Toaccommodate the situation thatsome students attend FLAPafterschool Chinese program inelementary, or the wheel electiveprogram in middle schools, but othersdont, all incoming freshmen (9thgraders) interested in studyingChinese need to take the placementtest before they graduate from middleschools.51 51. Basedon the result of the placementtest, freshmen who cannot write anyChinese characters , even thoughthey can speak, are placed inChinese 1 classes. Other freshmen will be...</p>