2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher Education

Speak English? ¿Habla Español? A Dual-Language Model for Higher Education

AMERICAN ASSOCIATION FOR ADULT AND CONTINUING EDUCATION 54th National Conference Pittsburgh, 2005

Dr. Carmen L. LamboyProf. Natalia RuizProf. Luis ZayasDr. Luis BurgosAna G. Mendez University System

Objectives• Analyze the need for Accelerated Dual Language

education• Discuss the characteristics of the Accelerated Dual

Language model• Share the experience of the implementation of the

Accelerated Dual Language model• Present services and opportunities to establish

Accelerated Dual Language programs

Who we areAna G. Méndez University System

School for Professional StudiesAccelerated Learning Program

Dual Language Accelerated Learning

The Need for Accelerated Dual Language Education

• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020

Why is Accelerated Dual Language Education Important?

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Purchasing power of Latinos has reached

$700,000 million (US Hispanic Chamber of Commerce)

• Globalization and international trade– Free trade agreements between the United

States and Latin America (México, Chile, Central America, Dominican Republic)

Why is Accelerated Dual Language Education Important?

• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that they make an

average of $7,000 more annually

Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE

Why is Accelerated Dual Language Education Important?

• Latinos represent 15% of the US population-–Only 10% of university students

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?

• Latino adults have significantly lower university level attainment.

46.4

60.3

10.6

28.1

0

10

20

30

40

50

60

70

High School,Some College

Bachelors orHigher

LatinosNon- Latino

US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Latino mastery of the English language

affects access to higher education– 18% of US population speak a language other

than English at home• 60% of them speak Spanish

– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not

speak English “very well” (49%)US Bureau of the Census, 2000

Why is Accelerated Dual Language Education Important?• Financing higher education becomes an

access issue for Latino adults– Lower income forces adults to work full time– Those who study must do so part time

• 51% of Latinos are part time university students compared to 45% of non-Latinos*

*Institute for Higher Education Policy, 2005

Why is Accelerated Dual Language Education Important?• Conclusion

– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:

• Enhancing English skills• Flexible scheduling to combine work, study and

personal responsibilities

Characteristics of the Accelerated Dual Language Model

Accelerated

Basic Characteristics

Accelerated vs Traditional

Traditional3 Sessions

1st Semester

16 1616

2nd Semester Summer

Aug AugMayMayJanDec

Weeks Weeks Weeks

Accelerated9 Sessions

5 55 555 55 5

Weeks Weeks Weeks

Aug Dec Jan May May Aug

Classes meet once a week for 4 hours

Accelerated•9 enrollment opportunities

•Students concentrate on two classes at a time

•Students can take up to 18 credits per semester

•Scheduling flexibility during the semester

Traditional•3 enrollment opportunities

•Students must work with 6 courses at once

•18 credits requires daily attendance

•Cannot stop-out during the semester

Accelerated vs Traditional

Modules - Study Guides

• All registered students have access to their class module

• The module serves as a study guide which allows facilitators and students to plan and make better use of their time

• Include course objectives, expectations, activities and assignments

Recognition of Prior Learning No time limitation on transfer of

credits Except courses with high technology or

psychomotor skills

Recognition of studies in foreign countries (credits and degrees)

Credit for Prior Learning Credit by exam Portfolios

Dual Language

Theoretical Background

Bilingualism

Additive Bilingualism

Subtractive Bilingualism

Dual LanguageImmersion

Transitional

1st Model 2nd Model

Bilingual Alternatives

Why Dual Language and not Transitional?

• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to real-life

goals– includes experiential or hands-on activities– spirit of collaboration and peer interaction

Our ModelDual Language Discipline Based

Immersion Program

Our Mission - Our Model

Fluency•Social•Personal

ProfessionalProficiency

Use of both languages and both cultures for professional proficiency.

L2L1

Definition• A Dual Language

Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.

Confidently

Conceptual Interpersonal Communication

Professional Competencies

SKILLS

Language

Conceptual Skills #1 Generate ideas

A DLP will generate ideas in order to solve problems

effectively

After analyzing two classroom situations- one in

English and one in Spanish- the students will

develop strategies and action plans in the corresponding language

MA ESOL – Generate Ideas

Five Basic Elements

1. Development of both languages through coursework

• Undergraduate requirements of 12 credits both languages

• Four-level language development sequence:

– Immersion (Non-credit): little or no language skills

– Developmental (Credit, not required): language skills not at college level

– First year (Credit, required): first year college requirement

– Second year (Credit, required): reading and writing skills needed by the dual language professional

English:Accuplacer (College Board): selection of items

targeted to model’s language curriculum

2. Placement testing - Computerized testing for immediate grading and data collection

2. Spanish: SUAGM Placement test for native speakers S-CAPE for Spanish as a Second Language Speakers

3. Use of both languages in all content courses

• Strictly follow 50/50 formula

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

assignments and evaluations

– General information in both languages

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

3. Use of both languages in all content courses

• 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

4. Computerized language lab for skill development

• Open lab for language and basic skills development

• Faculty may arrange to bring their classes

• Exercises developed in-house complemented by other software

5. Bilingual faculty and staff• Staff speaks, reads and writes both languages

• All faculty is bilingual, including those teaching language courses

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

• Continuous Professional Development

The Orlando Experience

Activities, Accomplishments and Lessons Learned

Metro Orlando University Center(MOUC)

• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)

• Enrollment growth – 152 - Academic year 2003– 642 – Academic year 2005

Metro Orlando University Center(MOUC)

• Faculty– 121 Certified bilingual facilitators– 80 certified as Module Preparation Specialists– Professional Development 2003-2005:

• 52 sessions• 1167 attendees

• +301 bilingual modules

32 Graduates – June 200532 Graduates – June 2005

DO NOT REINVENT THE WHEEL OR GO AT IT ALONE: PARTNER!

• With other institutions and community• Pool resources and experiences• Learn from others who have been successful

What is AGMUS Ventures?

WHO ARE WE?WHAT DO WE DO?

What is AGMUS Ventures?• Joint venture of Ana G. Méndez University System

(Puerto Rico) and Regis University (Colorado)• AGMUS Ventures created to develop educational

services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin America

Services and products

• Develop new sites for implementation of dual language education model

• Provide administrative services for institutions wanting to develop this model at their sites

• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others

• Develop materials needed for implementation of the model

Contact InfoCarmen Lamboy, lamboy@suagm.edu

Luis Zayas, ue_lzayas@suagm.eduLuis Burgos, lburgos@suagm.edu

Metro Orlando University Center(407) 207-3363

5601 S. Semoran Blvd.Orlando, FL 32822