Suggested Reading - The Rich Promise of Two-Way Immersion

Lindholm-Leary, K. The Rich Promise of Two-Way Immersion. Educational Leadership, 62 (4), 56–59.

PDF available at http://www.lindholm-leary.com/articles/EducLeadership_TWI2.pdf

Key Quotes: (emphasis added)

"Research clearly shows that students in bilingual programs can develop academic skills on a par with, or superior to, the skills of comparison groups of their peers educated in English-only classrooms (Genesee, Lindholm-Leary, Saunders, & Christian, in press; Howard, Sugarman, & Christian, 2003). Some research findings even show that highly bilingual students reach higher levels of academic and cognitive functioning than do monolingual students or students with poor bilingual skills. In addition, students who are bilingual will have skills that enable them to take advantage of more career opportunities (August & Hakuta, 1997)." (p. 56)

"The major goals of TWBI [two-way bilingual immersion] are for students to develop high levels of oral language skills and literacy in both English and the non-English languages, attain academic achievement at or above grade level as measured in both languages, hold positive attitudes toward school and themselves, and exhibit knowledge about and positive attitudes towards other cultures." (p. 57)

(p. 59)

"As Figure I illustrates, on norm-referenced standardized tests of reading and math achievement in English, native English-speaking 7th graders in California who had completed a two-way bilingual immersion program scored above the state average for 7th graders.  Students who started out as English language learners and studied through bilingual immersion not only scored significantly higher than ELLs educated in English-only classrooms but also performed on a par with native English speakers educated in English-only classrooms (Lindholm-Leary, 2004; Linholm-Leary & Borsato, 2004, in press)." (p. 58)

Advantages of Two-Way Immersion

en español

What advantages are there for my child in a TWI program? Are the advantages the same for language minority and language majority students?

There are three major advantages for students of both language backgrounds, all tied to the goals of two-way immersion education (e.g., Howard & Christian, 2002). The first advantage is that students develop full oral and reading and writing proficiency in two languages. This allows them to see their first language in a comparative perspective, which in turn helps them analyze and refine their language use (Cazabon, Lambert, & Heise-Baigorria, 2002).

A second advantage is that students not only achieve at levels that are similar to or higher than those of their peers enrolled in other programs on standardized tests of reading and math in English, but in addition they are able to read and write at grade level in another language. This in turn positively affects general academic performance. Research (Lindholm-Leary, 2001; Thomas & Collier, 2002) shows that there are fewer high school drop-outs from dual language programs than from other programs. Lindholm-Leary (2003) also found that most dual language students expect to attend college. Thus, not only do dual language programs appear to improve academic performance but they may also enhance job opportunities in the future.

The third advantage is attitudinal: Students in TWI programs develop very positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners. For example, Cazabon, Lambert, & Heise-Baigorria (2002) found that TWI students showed a great deal of diversity in the friendship choices that they made, and that the dual language educational experience produced students who became comfortable with speaking the second language and interacting with members of other ethnocultural groups. In a very real sense, students in TWI programs become more self-confident because they are better prepared to engage in a global society that values multiculturalism and bilingualism. One parent noted these benefits when she stated, “My child has the opportunity to be bilingual, biliterate, and bicultural. There are social and cognitive benefits to bilingualism. He gains a second language, a broader vocabulary, and multiple views of the world.”

Overall, the advantages are the same for both native English speakers and English language learners, but the benefits may be stronger for English language learners, given that two-way immersion education has been found to be the most successful model for helping these students succeed academically in school (Lindholm-Leary, 2001; Thomas & Collier, 2002). Specific benefits for English language learners include an increased sense of pride and self- esteem. At school, they become the models of proficiency for students who learning their language. At home, they are able to communicate with family members, including grandparents and other members of the extended family.


Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 175-176. Reproduced with permission.

http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf

Ventajas de Programas Bilingües de Inmersión Recíproca

in English

¿Qué ventajas hay para mi hijo en un programa bilingüe de inmersión recíproca? ¿Hay las mismas ventajas para alumnos de lenguas minoritarias como para alumnos de lenguas mayoritarias?

Hay tres ventajas fundamentales tanto para los alumnos de lenguas mayoritarias como para alumnos de lengua minoritarias, que están estrechamente ligadas a los objetivos de la educación bilingüe de inmersión recíproca (Howard & Christian, 2002). La primera ventaja es que los alumnos que permanecen en un programa de inmersión recíproca por lo menos hasta el último año de primaria llegan a conseguir un dominio total de expresión oral y escrita en dos idiomas. Esto les permite ver su lengua materna desde la perspectiva de su segunda lengua, lo que a su vez les ayuda a analizar y perfeccionar su uso de la lengua (Cazabon, Lambert, & Heise-Baigorria, 2002).

Una segunda ventaja es que cuando comparamos los alumnos de estos programas con alumnos en otros tipos de programas no sólo alcanzan niveles similares, o mayores, en tests estandarizados de lectura y matemáticas en inglés, sino que además leen y escriben a nivel de grado en otro idioma también. Las investigaciones realizadas en los últimos años (Lindholm-Leary, 2001; Thomas & Collier, 2002) demuestran que el número de alumnos de programas de inmersión recíproca que abandona la escuela es menor al de otros programas. Además, según Lindholm-Leary (2003), la mayoría de los alumnos de los programas de inmersión recíproca tiene intención de asistir a la universidad. Por lo tanto, los programas de inmersión recíproca no solo parecen producir un rendimiento académico superior sino que pueden contribuir a una mejora en las posibilidades de empleo en el futuro.

La tercera ventaja tiene que ver con la actitud. Los alumnos en programas de inmersión recíproca adquieren actitudes muy positivas hacia alumnos que hablan otro idioma y pertenecen a otra cultura, y también actitudes positivas hacia sí mismos y su cultura. Por ejemplo, según Cazabon et al. (2002), los alumnos de estos programas tienen amigos con experiencias culturales muy diversas, y la experiencia educativa que estos programas les proporcionan hace que se sientan cómodos hablando una segunda lengua y relacionándose con miembros de otras culturas y procedencias étnicas. De alguna manera, todos los alumnos se sienten más cómodos consigo mismos y más seguros de sí mismos porque están mejor preparados para desenvolverse en una sociedad global que valora el multiculturalismo y el bilingüismo. Como dijo una madre, “Mi hijo tiene la oportunidad de ser bilingüe y bicultural. El bilingüismo proporciona beneficios sociales y cognitivos. Mi hijo adquiere un segundo idioma, un vocabulario más amplio, y múltiples perspectivas del mundo.”

En general, las ventajas son las mismas para los dos grupos de alumnos, pero es posible que los beneficios sean incluso mayores para los hablantes de una lengua minoritaria (es decir, en Estados Unidos, una lengua que no sea el inglés). Por una parte, hay investigaciones que demuestran que la educación bilingüe de inmersión recíproca es el modelo educativo que ha conseguido producir el mayor rendimiento académico entre los alumnos de lengua minoritaria (Lindholm-Leary, 2001; Thomas & Collier, 2002). Por otra parte, al no perder su lengua materna a medida que aprenden inglés, estos alumnos adquieren un mayor sentimiento de orgullo y autoestima. Durante la jornada escolar, los hablantes de lenguas minoritarias (por ejemplo, aquellos que hablan español) se convierten en modelo para los hablantes de inglés, y en el hogar pueden usar la lengua materna para comunicarse con sus familiares.


Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 187-188. Reproduced with permission

http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf

Your View: Teachers are needed to learn foreign languages effectively

The Standard Times - February 7, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/OPINION/302070329/

Mel and Cindy Yoken - New Bedford residents and retired language teachers


Relevant Quotes: (Please follow the link above to read the complete article.)

Beginning languages at the elementary level, as proposed by the Esperanza School of Languages to provide language acquisition in the New Bedford Innovation School program, is one alternative for students to begin learning foreign languages at an early age, and to continue that language through the high school level.

Succinctly, being able to communicate well in a foreign language is indeed an invaluable asset.

Two potential innovation schools in New Bedford receive $10,000 grants

The Standard Times - February 7, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/NEWS/302070348/-1/NEWS

By Curt Brown
cbrown@s-t.com


Relevant Quotes: (Please follow the link above to read the complete article.)

Two potential innovation city schools are among eight in the state to receive $10,000 planning grants, state Education Secretary Matthew Malone announced Wednesday.

The Esperanza School of Language and Culture, a K-8 school proposed for the Roosevelt Middle School, and the Renaissance Community School for the Arts, a proposed pre-K-5 school, both received funding. The Renaissance Community School is proposed for the Gomes School.

Both would be small, autonomous, in-district schools.

"I'm extremely pleased that the quality of our work has been recognized by the Department (of Education)," [Jen Clune, lead applicant for the Renaissance Community School for the Arts] said.

She added she is encouraged that state officials read the proposed school's documentation and awarded the grant.

"We're thrilled the state has given a ringing endorsement to these two schools," [Marsha Onufrak, a leader with United Interfaith Action] said.