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BILINGUAL/ESL EDUCATION PROGRAM: TRANSITIONAL
MODEL FOR PREKINDER
Presented by Maria V. GonzalesBilingual/ESL Education Administrator
July 28, 2011
Their right, our responsibility…
We can, whenever and wherever we choose, successfully teach ALL children whose schooling is of interest to us.
We already know more than we need to do that.
Whether or not we do it must finally depend on
how we feel about the fact that we haven’t so far.
--Dr. Ron Edmonds
PERFORMANCE BASED MONITORING ANALYSIS SYSTEM
The following programs comprise PBMAS:Special EducationBilingual / ESLCareer and Technical EducationNo Child Left Behind (NCLB)
• Economically Disadvantaged
• Migrant
• LEP Progress
• Safe and Drug Free SchoolsRefer p. 13
Texas Bilingual/ESL Program
*Required Bilingual/ESL Program:• 20 or more Limited English Proficient (LEP) students of
the same language classification at any one grade level district wide
• Must implement PK-end of elementary• BISD 2010 PK COUNTS = 3010 students 60% in Bilingual Program 1750 & Waivers 30
*19 TAC Chapter §89.1205 Required Bilingual Education and English as a Second Language Programs
Framework for LPAC Process Manual for additional information: http://portal.esc20.net/portal/page/portal/esc20public/bilesl/LPACFramework
PREKINDER ELIGIBILITY
MUST MEET ELIGIBILITY CRITERIA
REFER TO MEMO March 31st
COMMUNICATION IS KEY!
HLS, SSLP/SELP, LPAC
Transitional Bilingual/ESL Model Characteristics
• State compliance model of bilingual education• Teacher provides instruction and support in two languages• Native language used to build literacy skills and academic
concepts before transition to English• Must include primary language in all academic content areas• Instruction in the first language is phased out and most students
exit by Grade 3 • Sheltered methodology• Instructional ESL Modifications• Address the PK Guidelines with state adopted materials
Transitional Model
• Uses students’ primary language and English via ESL for instruction
• Students grouped according to language proficiency
• Teacher must be proficient in students’ primary language (Title III requirement)
• Support and development in both languages is commensurate with students’ language proficiency.
What the Research Says about Cross-linguistic Transfer
• There is a positive transfer between L1 and L2 in several areas:
• phonemic awareness; • decoding through phonics and • word recognition strategies;• use of cognates and • general comprehension strategies.
What the Research Says about Bilingual Readers
• Bilingualism enhances metalinguistic awareness.• The learning curve in their L2 is different from L1
reading, with a higher level of miscues in syntax as L2 decoding is established.
• Their biggest obstacle in reading is lack of VOCABULARY in L2.
• Background knowledge for specific texts is essential to comprehension.
• They utilize translation & familiarity with cognates to support comprehension.
To teach an unknown concept,
use the known language.
To teach an unknown language,
use a known concept.
The Language-Concept ConnectionBasic Principles of Preview-Review
The Transitional Model of Bilingual EducationPK/ K 1 2 - 3 4-5
ESL EarlyReading
ESL
ShelteredReading
ShelteredContent
On LevelReading
LanguageArts
Sheltered
Content
Pre-reading & early reading
skills
Basic Concepts
Social Skills
Reading/Language
Arts
Content
Reading/Lang. Arts &
Content Voc. & ContentEnrichment
Sp
an
ish
En
glis
h
Unknown Concepts -- Spanish LanguageKnown Concepts -- English Language
BISD Transitional Bilingual Model
• Ratios refer to % of instructional time in each language at the beginning of the program
• % of primary language instruction decreases while % of English increases
• Example of “80/20” Model Time Ratio Progression in the instructional week: Grade Primary English
Language PK-K 80% 20% 1 – 2 70% 30%
3 50% 50%4 40% 60%5 30% 70%
Transitional Model: Grade Level ___ Guidance on language use Reference pp ________
Curricular resources & supports listed by grade and by subject
Reference pp _______
Sample schedules address Reading requirements Reference pp ______
Assessments Reference p. ______
QUESTIONS…
“A Thousand
Mile Journey,
Begins with
One Step” – Confucius
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