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 Schools

Refer 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

ContentReading/

Lang. Arts & Content Voc. & Content

Enrichment

Span

ish

English

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