Q2 Creating a Chinese Dual-language Program Collaboratively

  • View

  • Download

Embed Size (px)


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


  • 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

2. Mandarin ChineseDual Language Programs at Wedgeworth ElementaryPrincipal: Ellen ParkCDLP Teachers:Mi-Li Au Yeung & 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 & 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 & 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 & 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 & Classroom Visitations Since 2008: Glendale USD, LAUSD & 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 & District HR) Commitment from the Parents/Students: Meetings, Flyers, Orientation, Interviews, Assessments, & 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 & 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 & 50% Traditional Mandarin Chinese Instructions 50% Mandarin Chinese-speaking & 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 & Teacher-Developed Materials Social Science: Scott Foresman Science: Scott Foresman Character Education by WestEd & GATE Programs Standards-based Assessments & 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 & 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