Dual Language
Dual Language
Guadalupe Silva
Lakeland College
Table of Contents
Abstract 2
Features of Dual Language Education Programs 4
Assessment and Accountability 6
Curriculum 6
Instruction 7
Staff Quality 10
Professional Development 12
Program Structure 14
Family and Community 16
Support and Resources 17
Conclusion 18
References 20
Abstract
What is Dual language? Dual language is a form of bilingual education that teaches students, as young as pre-k programs, literacy and content in their native speaking language. These programs typically start in kindergarten and continue for the next few years, many are now continuing into middle school and high school. The need for dual language programs in increasing as the years go by. The growth of so-called “dual language programs” has been swift over the last decade (Loeb, 1999) and it continues to rise after a decade past and decades to come. As a child, I have memories of the first day of school. I remember starting school and feeling very frightened when I didn’t comprehend what the teacher was explaining to me because she was speaking a different language. I grew up in a Spanish speaking home and attending school was where I first encountered the English language. As many other struggling students, I learned English the hard way. I learned English because I needed it in order to advance in school and “fit in” with the other kids. I am grateful for the implementation of the dual language program.
The rise of the ESL population is increasing at a rapid pace. The population of children who do not come from homes where English is spoken is on the rise, and, to ensure their success in school, publicly-funded early childhood programs need to build their capacity and expertise to meet the needs of young English-language learners. Organizations are being urged to maximize on the investments being made in public
Guadalupe Silva
Lakeland College
Table of Contents
Abstract 2
Features of Dual Language Education Programs 4
Assessment and Accountability 6
Curriculum 6
Instruction 7
Staff Quality 10
Professional Development 12
Program Structure 14
Family and Community 16
Support and Resources 17
Conclusion 18
References 20
Abstract
What is Dual language? Dual language is a form of bilingual education that teaches students, as young as pre-k programs, literacy and content in their native speaking language. These programs typically start in kindergarten and continue for the next few years, many are now continuing into middle school and high school. The need for dual language programs in increasing as the years go by. The growth of so-called “dual language programs” has been swift over the last decade (Loeb, 1999) and it continues to rise after a decade past and decades to come. As a child, I have memories of the first day of school. I remember starting school and feeling very frightened when I didn’t comprehend what the teacher was explaining to me because she was speaking a different language. I grew up in a Spanish speaking home and attending school was where I first encountered the English language. As many other struggling students, I learned English the hard way. I learned English because I needed it in order to advance in school and “fit in” with the other kids. I am grateful for the implementation of the dual language program.
The rise of the ESL population is increasing at a rapid pace. The population of children who do not come from homes where English is spoken is on the rise, and, to ensure their success in school, publicly-funded early childhood programs need to build their capacity and expertise to meet the needs of young English-language learners. Organizations are being urged to maximize on the investments being made in public
References: Cloud, N. (2000) Dual language instruction: A handbook for enriched education. Coltrane, B (2002) English-language learners and high-stakes tests: An overview of the issues. Washington, DC: Center for Applied Linguistics Corallo, C & McDonald, D.H Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 55, 6-11. Echevarria, J. (2003). School reform and startdards-based education: How do teachers help English Language Learners? (Technical Report) Gandara, P., Ruemberger, R., Maxwell-Jolly, J., & Callahan, R Kozol, J. (1995), Amazing grace: The lives of children and the conscience of a nation. Lindholm-Leary, K.J. (2001). Dual language education. Avon, England: Multilingual Matters SIOP Institute, About SIOP Weinstein, R.S., Marshall, H.H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children’s awareness of teacher expectations. Child Development, 58, 1079-1093.