Information Collected from Karen Beeman; firstname.lastname@example.org
What the Research Says:
- It takes 5 to 7 years to acquire academic language in a second language (Collier and Thomas, 2012). This is a program that requires time and consistency in two languages.
- We learn language by using it and by taking risks and making mistakes.
- Children learn language from each other. A principle of DL is to mix students from different language homes together.
Suggested principles behind language learning:
- Activities should focus on meaning (language used for real purposes).
- Activities should be interactive (songs, chants, games, interaction).
- Activities should be enjoyable.
- Activities and experiences should be appropriate for the age and developmental stages of the children.
Lo que sabemos de las investigaciones:
- Toma entre 5 a 7 años adquirir el lenguaje académico en un segundo lenguaje. (Collier and Thomas, 2012). Por ende, los estudiantes necesitan tiempo para desarrollar los dos lenguajes dentro de un contexto consistente.
- Se aprende el lenguaje usándolo y tomando riesgos y cometiendo errores.
- Los estudiantes aprenden el lenguaje unos de otros. Por eso, queremos integrarlos, mezclando hispano-hablantes con anglo-parlantes.
El contexto que fomenta el aprendizaje de un lenguaje incluye las siguientes características:
- Usar el lenguaje para actividades reales enfocadas en la comunicación.
- Actividades interactivas (cantos, juegos, etc.).
- Actividades divertidas.
- Actividades apropiadas para la edad y las etapas de desarrollo de los estudiantes.
Did you know?
* Nearly 40 years of research has shown that dual language students score significantly higher on standardized tests than non-dual language students.
* Knowing how to speak a second language will make it easier to learn a third language.
* Using language in a variety of subjects increases students’ flexibility with the language.
* Students well-versed in a second culture are less likely to make mistakes or have cultural misunderstandings when traveling and working in a different country.
* Brain scans performed on people who have strong second- and third-language skills show that more parts of their brain are active than the typical brain of people who only speak one language.
* Many large, international companies will not even consider a potential employee for a job unless they are able to communicate with ease in at least two languages.
What Are the Benefits for Students?
- Become bilingual and biliterate
- Gain exposure to other cultures and languages
- Improve self-esteem
- Excel academically
- Enjoy career advantages
- Prepare to meet the challenges of a global society
Dual Language Articles
Beeman, K. and Urow, C. (May, 2009). Initial Literacy Instruction in Dual Language: simultaneous or sequential? Dual Language on Demand, pp. 3-5. Available: http://www.thecenterweb.org/irc/pdf/dualondemand-v1n4.pdf
de Jong, E.J. (2013). Preparing mainstream teachers for multilingual classrooms, Association of Mexican American Educators Journal, 7(2), 40-49. http://0-eric.ed.gov.opac.msmc.edu/?q=source%3A%22Journal+of+the+Association+of+Mexican+American+Educators%22&ff1=eduHigher+Education&id=EJ1017085
Escamilla, K. & Hopewell, S. (2010) Transitions to Biliteracy: Creating Positive Academic Trajectories for Emerging Bilinguals in the United States. In J. Petrovic (Ed.) International Perspectives on Bilingual Education: Policy, Practice, Controversy. Charlotte, NC: Information Age Publishing. (Invited Chapter)
Escamilla, K. (2000). Bilingual means two: Assessment issues, early literacy, and Spanish-speaking children. In A research symposium on high standards in reading for students from diverse language groups: Research, practice, and policy proceedings. Washington, DC: Office of Bilingual Education and Minority Language Affairs (OBEMLA)http://ell.dpi.wi.gov/sites/default/files/imce/ell/pdf/bilingual-means-two.pdf
Escamilla, K. The Misunderestimated of Manuel. . AERA, 2009. Available:http://www.colorado.edu/education/sites/default/files/attached-files/Escamilla_Misunderestimation%20of%20Manuel.pdf
Genesse, F. & Nicoladis, E. (Sept. 2005). Bilingual First Language Acquistion. Available:http://www.psych.mcgill.ca/perpg/fac/genesee/HDBK%20BFLA%20FINAL.pdf
Herrmann, E. (May, 2014) Sheltered instruction and English language development: Defining ELD. Multibriefs: Exclusive. Available: http://exclusive.multibriefs.com/content/sheltered-instruction-and-english-language-development-defining-eld/